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This comprehensive book traces the full arc of U.S.-Brazilian bilateral relations over time. Despite the common critique of U.S. "neglect" of Brazil, Britta H. Crandall convincingly shows that the relationship has been marked by mutual, ongoing policy engagement. To be sure, different relative power positions and foreign policy traditions have limited high-level bilateral engagement. However, Crandall argues convincingly that the diminishing power disparity between the United States and Brazil is leading to closer ties in the twenty-first century-a trend that will bring about growing cooperation as well as competition in the future.

Education in World History shows how broad currents in transnational history have interacted with trends in educational organization and teaching practices over time.From antiquity and early classical societies to the present day, this book highlights the ways in which changes in religious and intellectual life and economic patterns in key world regions have generated developments in education. Since the postclassical period, cross-cultural connections have also influenced educational change. In more recent times, transnational dialogues and mobility have played a vital role in shaping educational patterns. Ranging through South and East Asia, Africa, Europe and the Americas, the book also considers how the impact of modern forces, such as industrialization and nationalism, have transformed education in fundamental ways. Throughout the volume, Mark S. Johnson and Peter N. Stearns emphasize the tensions between elite and state educational interests and more diverse popular demands for access and, often, for more innovative pedagogy.Suitable for introductory world history and history of education courses, this lively overview reconsiders the history of education from the perspective of world and comparative history.

"The Education of Eros is the first and only comprehensive history of sexuality education and the "problem" of adolescent sexuality from the mid-20th century to the beginning of the 21st. It explores how professional health educators, policy makers, and social and religious conservatives differed in their approaches, and battled over what gets taught about sexuality in schools, but all shared a common understanding of the adolescent body and adolescent desire as a problem that required a regulatory and disciplinary education. It also looks the rise of new social movements in civil society and the academy in the last half of the 20th century that began to re-frame the "problem" of adolescent sexuality in a language of rights, equity, and social justice. Situated within critical social theories of sexuality, this book offers a tool for re-framing the conversation about adolescent sexuality and reconstructing the meaning of sexuality education in a democratic society."--

What sense do children and young people make of history? How do they cope with competing historical accounts in textbooks? How do they think historical or archaeological claims are supported or rejected? And whatever students think about history, how do their teachers see history education? The contributors to this fourth volume of the International Review of History Education discuss these questions in the context of their research. Divided into two sections, the first part of the book examines students' ideas about the discipline of history and the knowledge it produces. T.

1. Constructing the 'normal' adolescent : the 1950s and 1960s -- 2. SIECUS, 'value-neutral' sex education, and the battle in Anaheim -- 3. The 'problem' of teen pregnancy and the welfare mother : the 1960s and 1970s -- 4. From the problem of the homosexual to the problem of homophobia -- 5. The plague : AIDS/HIV education and activisim in the 1980s -- 6. The abstinence-only era and the Welfare Reform Act of 1996 -- 7. Foucault, disciplinary power, and care of the self -- 8. Cultural studies and the social construction of the adolescent body -- 9. Conclusion.

The anthology addresses the question of why history should be taught in schools and the public sphere from different perspectives. Firstly, the publication contains a series of theoretical reflections and models, for example on the handling of time or the question of identity and history. Secondly, authors from all over the world provide information on how this question is dealt with in everyday teaching practice, be it in curricula, educational media, in everyday teaching, in museums, exhibitions or in social media. Thirdly, new findings from research are presented, for example on teachers' history-specific beliefs. The publication presents a whole series of reasons why history must be taught today and reads as a plea for a competent approach to history in today's society.

Frontmatter -- Contents -- Acknowledgments -- Introduction. Secrets, Silences, and Sexual Erasures in Brazilian Slavery and History -- One. The Racial and Sexual Paradoxes of Brazilian Slavery and National Identity -- Two. Illegible Violence: The Rape and Sexual Abuse of Male Slaves -- Three. The White Mistress and the Slave Woman: Seduction, Violence, and Exploitation -- Four. Social Whiteness: Black Intraracial Violence and the Boundaries of Black Freedom -- Five. O Diabo Preto (The Negro Devil): The Myth of the Black Homosexual Predator in the Age of Social Hygiene -- Afterword. Seeing the Unseen: The Life and Afterlives of Ch/Xica da Silva -- Notes -- Bibliography -- Index