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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.