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This article explores the influence of Protestant missionaries on male–female educational inequalities in colonial India. Causal mechanisms drawn from the sociology and economics of religion highlight the importance of religious competition for the provision of public goods. Competition between religious and secular groups spurred missionaries to play a key role in the development of mass female schooling. A case study of Kerala illustrates this. The statistical analysis, with district-level datasets, covers colonial and post-colonial periods for most of India. Missionary effects are compared with those of British colonial rule, modernization, European presence, education expenditures, post-colonial democracy, Islam, caste and tribal status, and land tenure. Christian missionary activity is consistently associated with better female education outcomes in both the colonial and post-colonial periods.

This article will examine the constituent elements of minority identity and the impact of minority issues on states and the international system. Focusing on central Europe, it will analyse the points of contact between minorities, and states and international organisations, considering the reasons why minority issues are excluded from the international agenda.

Acknowledgements -- List of Figures -- Writing Academic Autoethnographies: Imagination, Serendipity and Creative Interactions -- A Tinker's Quest: Embarking on an Autoethnographic Journey in Learning "Doctoralness" -- Conversations and the Cultivation of Self-Understanding -- Creative Self-Awareness: Conversations, Reflections and Realisations -- Curating an Exhibition in a University Setting: An Autoethnographic Study of an Autoethnographic Work -- My Mother, My Mentor: Valuing My Mother's Educational Influence -- From Exclusion through Inclusion to Being in My Element: Becoming a Higher Education Teacher across the Apartheid-Democratic Interface -- Transforming Ideas of Research, Practice and Professional Development in a Faculty of Education: An Autoethnographic Study -- The (In)Visible Gay in Academic Leadership: Implications for Reimagining Inclusion and Transformation in South Africa -- Informal Conceptual Mediation of Experience in Higher Education -- Subject to Interpretation: Autoethnography and the Ethics of Writing about the Embodied Self -- Autoethnography as a Wide-Angle Lens on Looking (Inward and Outward): What Difference Can This Make to Our Teaching? -- Contributors -- Index.

The present paper explores the crisis of the modern democratic state based on Althusser's concept of the Ideological State Apparatuses and Chomsky's investigation into the suspicious role of the media. Orwell's novel Animal Farm was examined by way of casting the light on the junctures of intersection between history and culture. Re-reading the novel through the perspective of Althusser's ISA and Chomsky's experienced lens help understand the way of the modern world where the various media means drive the masses into the end determined by the ruling business groups.

Die entscheidende Frage der Vereinbarkeit eines Palästinenserstaats mit den israelischen Sicherheitsinteressen ist zu bejahen: Weder als Ausgangspunkt palästinensischen Irredentismus' noch als Sprungbrett arabischer Aggression könnte ein solcher Staat eine wirkliche Gefahr darstellen. Die Sicherheit Israels könnte außerdem durch eine UN-Friedenstruppe und eine förmliche Beistandsgarantie der USA erhöht werden; die wichtigste Komponente israelischer Sicherheit ist aber die Abschreckungswirkung seiner Nuklearwaffen. Insgesamt würde ein Palästinenserstaat Israels Sicherheit sogar erhöhen.(SWP-Whr)

Comparative analysis of the US & Swedish welfare states is performed to challenge the "equivalency premise," which accounts for differences between states' welfare systems. The ability of equivalency premise, most recently articulated by Jacob Hacker & Paul Pierson (2002), to explain divergence in the development of welfare systems is challenged on three grounds, eg, macroeconomic forces typically affect the direction of capitalists' variable interests. The US & Swedish welfare systems are subsequently compared; whereas the comparison revealed that political actors during the New Deal era were strongly concerned with capitalists' interests, as exemplified by the Old Age Insurance initiative of the 1935 Social Security Act, it is demonstrated that solidarity between capitalist & labor movement interests was present during the formation of the Swedish welfare system. Attention is then directed toward identifying the historical origins of solidarism (ie, the standardization of wages during the 1910s) & documenting its development (ie, the formation of the active labor market policy) in 20th-century Sweden. Further scrutiny of the US welfare system's origins & development is conducted to highlight shortcomings with Hacker & Pierson's explanatory approach; for instance, it is claimed that Hacker & Pierson fail to acknowledge the impact that the Great Depression had upon capitalists' interest in federal-level regulation during the New Deal era. Recommendations for improving "power analysis" approaches to studying welfare system development are also provided.

Widening participation (WP) in Higher Education (HE) is often positioned as key to resolving social inequality; it underpins arguments that increasing levels of education lead to reduced levels of poverty. Located within the tension of duty and need, WP is positioned as both the responsibility of the University and a financial imperative. This paper considers the student experience of this tension, specifically the contradictions between discourses of equality and diversity and neoliberal conceptualisations of HE as market. Drawing upon qualitative research conducted during the closure of a WP satellite campus, the paper explores the consequences of the withdrawal of HE provision for 'local' students. Utilising focus group methodologies to develop an approach for 'thinking with' seven WP students, the paper explores the material, social and affective contexts within which students experience university in their 'hometown'. Foregrounding participants' critical understanding of their 'place' within a marketised HE sector, we consider the formation of student identity as a site of struggles for value. We argue, the closure of satellite campuses must be understood within the context of deepening social-spatial inequalities. Developing a critique of individualised constructions of 'social mobility', we outline an alternative imaginary of HE as an intergenerational community resource.

According to Plato, a good state administration ("best"/ideal state) can only be combined with a good society ("best"/ideal society), and a good society can only be achieved with a good education ("best"/ideal education). He saw it as possible: "It must be able to be turned towards the most luminous aspect of existence, the direction we call -good-, right? Yes, education is the art of turning this power of the soul - for the good - and finding the easiest and most unfailing way for it. Education only leads him to the good side. It is up to us, the founders of the state, to lead people towards the knowledge of what we regard as the highest, to bring them out of the darkness into the light" (p.236-237). Since education is an idea-based and therefore an "ideological device" (Althusser, 2010), it acts as a kind of bridge between the state and society (Wiborg, 2000). This is the importance of analyzing Plato's Republic in terms of education policies.