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Considering the importance of political science as an academic subject in our time, it is surprising that more attention has not been given, until now, to the history of political study and teaching. As Professor Anderson?s book makes clear, an understand

Foreword - Cindy BerwickThe Teaching the Teachers Story - Nigel ParburyAcknowledgementsContributors1 Why teach Aboriginal Studies? - Rhonda Craven2 Living cultures - Uncle Charles Moran, Uncle Norm Newlin, Terry Mason & Rhoda Roberts3 Misconceptions, stereotypes and racism: Let's face the facts - Rhonda Craven & Kaye Price4 Terra nullius: Invasion and colonization - Nigel Parbury5 A history of special treatment: The impact of government policies - James Wilson-Miller6 Discovering shared history: Moving towards new understanding in Australian schools - Paddy Cavanagh7 A history of Aboriginal education - Nigel Parbury8 Reconciliation matters - Nina Burridge9 Educating for the future - Rhonda Craven10 Community involvement - Bev Smith11 What research can tell us - Rhonda Craven & Gawaian Bodkin-Andrews12 Closing the gap - John Lester & Geoff Munns13 Working with Aboriginal students - Christine Halse & Aunty Mae Robinson14 Teaching resources - Rhonda Craven, Mark d'Arbon & Sharon Galleguillos15 Developing teaching activities - Rhonda Craven, Mark d'Arbon & James Wilson-Miller16 Together we can't lose - Rhonda CravenReferencesIndex

Cover -- Contents -- Acknowledgments -- Contributors -- Introduction -- PART ONE: Traditions -- 1. Striking the Delicate Balance: Teaching Violence and Hinduism -- 2. "A Time for War and a Time for Peace": Teaching Religion and Violence in the Jewish Tradition -- 3. Teaching Buddhism and Violence -- 4. Violence and Religion in the Christian Tradition -- 5. Confronting Misoislamia: Teaching Religion and Violence in Courses on Islam -- 6. The Specter of Violence in Sikh Pasts -- PART TWO: Approaches -- 7. Cities of Gold: Teaching Religion and Violence through "Sacred" Space -- 8. Believing is Seeing: Teaching Religion and Violence in Film -- 9. Teaching Religion, Violence, and Pop Culture -- 10. Religion, Violence, and Politics in the United States -- 11. M. K. Gandhi: A Postcolonial Voice -- 12. Teaching the Just War Tradition -- 13. Understanding the Nature of Our Offense: A Dialogue on the Twenty-First-Century Study of Religion for Use in the Classroom -- Index -- A -- B -- C -- D -- E -- F -- G -- H -- I -- J -- K -- L -- M -- N -- O -- P -- Q -- R -- S -- T -- U -- V -- W -- X -- Y -- Z.

The focus of the book is on different ways of knowing: the western scientific way (reductionist, dualistic and materialist) versus the indigenous approach (holistic, non-dualistic, and spiritual). It discusses both science and medicine in the context of the challenges experienced in introducing science and medicine into Africa through imperialism, colonization, and globalization. It looks at selected indigenous African paradigms, the dominant western paradigms, and the practitioners that represent these practices. The book deals with questions concerning compatibility and incompatibility of different ways of knowing and delves into epistemological stances, and the assumptions underlying these epistemologies. The volume investigates whether, and how a person can accommodate different epistemologies, and the nature of such accommodations.

What is white privilege? -- Why is teaching about white privilege to white students so -- Difficult? -- The class setting, pedagogical goals and theoretical frames -- Applying the dialogic approach -- Assessment, findings and evaluation -- Conclusion.

Intro -- Foreword -- Preface -- Contents -- 1 Utility, Principle, Virtue -- 2 Particularism -- 3 Perception and Representation -- 4 Imagination and Metaphor -- 5 Aesthetic Illumination -- 6 Art and Truth -- 7 Literary Expression -- 8 Aristotle and Jane Austen -- 9 Directions -- Notes -- Glossary -- Bibliography -- Name Index -- Subject Index.

Intro -- Title Page -- Copyright -- Contents -- Series Editor's Preface -- Chapter 1: Sociolinguistics and Language Teaching -- Chapter 2: Multilingualism -- Chapter 3: Which English? Whose English? -- Chapter 4: Language and Gender -- Chapter 5: Identity in Language Learning and Teaching -- Chapter 6: Language Planning -- Chapter 7: Reflecting on Sociolinguistics and Language Teaching -- References.

Intro -- Contents -- 1 Introduction -- References -- Making the Personal Political: The Stories of Capitalism -- 2 'Teaching Naked' in Late Capitalism: Instructors' Personal Narratives and Classroom Self-disclosure as Pedagogical Tools -- Author's Reflexive Statement -- On the Use of Instructor's Personal Narratives in the Classroom -- Research Questions -- Telling Personal Stories -- Data and Discussion -- Discretion in Disclosure? -- References -- 3 Untold Stories: Bringing Class into the Classroom -- Authors' Reflexive Statements -- Introduction -- Why It's Important for Educators to Share Their Class Stories -- The Perils and Pitfalls of Sharing Educators' Class Stories -- Knowing Your Purpose, Being Explicit, and Strengthening the Container -- Preparing Your Stories -- Anticipating Difficult Reactions -- Scaffolding and Timing Stories -- Inviting Self-disclosure -- Conclusion -- References -- 4 'Self-made' Success on the Private Dole: An Illustration of the Reproduction of Capitals -- Authors' Reflexive Statements -- Authenticity in Teaching -- Bob and Harold Presentation -- Conclusion -- References -- 5 Financial Stumbles, Consumer Bankruptcy, and the Sociological Imagination -- Author's Reflexive Statement -- Introduction -- Financial Stumbles -- Financial Stumble #1: Student Loan Debt -- Financial Stumble #2: Predatory Auto Lending -- Financial Stumble #3: When Your Debts Are Bundled and Sold -- Financial Stumble #4: The Credit Report -- Bankruptcy -- A (Very) Brief Primer on Consumer Bankruptcy -- Their Stories -- References -- Making Marxist Theory Real -- 6 Capitalism 101: Teaching First-Year Students How to View the Social World Through the Lens of Marxist Theory -- Author's Reflexive Statement -- Introduction -- Alienation -- Reproduction -- Conclusion -- References -- 7 Teaching Global Inequality Through the World of Commodities

Part One. Dispatches from the frontline: reflections on teaching the civil rights movement. Who is Fannie Lou Hamer? A movement veteran on teaching civil rights history / Charlie Cobb -- "They won't just be reading about history-they'll be living it!": the Anderson Monarchs little league baseball civil rights barnstorming tour / Stephen Bandura -- Beyond the master narrative: teaching the civil rights movement to high school students / Adam Sanchez -- "I had this black professor at UT": teaching civil rights and black power to white and black college students / Leonard Moore -- Part Two. "Bigger than a hamburger": reframing the civil rights movement. Obstacles to freedom: life in Jim Crow America / Stephen Berrey -- Freedom rights: reconsidering the movement's goals and objectives / Hasan Kwame Jeffries -- The ballot and the bullet: rethinking the violent/nonviolent dichotomy / Christopher Strain -- Place matters: the indispensable story of civil rights activism beyond Dixie / Patrick D. Jones -- Part Three. "Now that he is safely dead, let us praise him": teaching iconic civil rights people, organizations, and events. Complicating Martin Luther King Jr.: teaching the life and legacy of the movement's most iconic figure / Charles McKinney -- Not that kind of tired: Rosa Parks and organizing the Montgomery bus boycott / Emilye Crosby -- Freedom is a constant struggle: teaching the 1964 Mississippi Freedom Project / Nicole A. Burrowes and La Tasha B. Levy -- Teaching Malcolm X beyond the mythology-by any means necessary / Clarence Lang -- The long hot summers of the 1960s: teaching the racial disturbances of the civil rights era / Shawn Leigh Alexander, John Rury, and Clarence Lang -- Power to the people: a curriculum for teaching the Black Panther Party and the transition from civil rights to black power / Jakobi Williams -- Part Four. "The essence of scholarship is truth": sources for teaching the civil rights movement. Everybody say freedom: using oral history to construct and teach new civil rights narratives / J. Todd Moye -- Freedom songs: building a civil rights playlist / Charles L. Hughes -- Two thumbs up: movies and documentaries to use (and avoid) when teaching civil rights / Hasan Kwame Jeffries -- A rich record: using primary sources to explore the civil rights movement / John B. Gartrell -- The revolution was not televised but it is available online: using the SNCC Digital Gateway to tell civil rights history from the bottom-up / Karlyn Forner -- Part Five. "Strong people don't need strong leaders": methods for teaching the civil rights movement. Stay woke: teaching the civil rights movement through literature / Julie Buckner Armstrong -- "Nonviolence is impossible": role playing in the classroom / Wesley Hogan -- California Democracy Schools: a model for teaching civil rights to students of all ages / Michelle Herczog -- Walking in their shoes: using #BlackLivesMatter to teach the civil rights movement / Shannon King.

The Introduction to Sociology course is usually the first contact that students have with the discipline of sociology. This course can determine whether students take other sociology courses or learn to use sociology in their lives as adults and citizens.First Contact identifies important issues facing instructors in introducing students to the sociological imagination. Drawing on the literature of teaching and learning in sociology and higher education more broadly, First Contact providesan overview of the scholarship of teaching and learning, best practices, and other essential information t