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Cooper, Frederick. Colonialism in Question: Theory, Knowledge, History. Berkeley: University of California Press, 2005. 327 pp

In this closely integrated collection of essays on colonialism in world history, Frederick Cooper raises crucial questions about concepts relevant to a wide range of issues in the social sciences and humanities, including identity, globalization, and modernity. Rather than portray the past two centuries as the inevitable movement from empire to nation-state, Cooper places nationalism within a much wider range of imperial and diasporic imaginations, of rulers and ruled alike, well into the twentieth century. He addresses both the insights and the blind spots of colonial studies in an effort to get beyond the tendency in the field to focus on a generic colonialism located sometime between 1492 and the 1960s and somewhere in the "West." Broad-ranging, cogently argued, and with a historical focus that moves from Africa to South Asia to Europe, these essays, most published here for the first time, propose a fuller engagement in the give-and-take of history, not least in the ways in which concepts usually attributed to Western universalism—including citizenship and equality—were defined and reconfigured by political mobilizations in colonial contexts

A Knowledge factor, allergy history, and environment strongly influence the incidence of Dermatitis, followed by allergy history factors. From the survey results, the problem in this study is the high cases of Dermatitis in the community, which reached 623 points. This study aims to examine the impact of Knowledge, history of allergies, and the environment on the incidence of Dermatitis in the working area of Alue Rambot health center, Darul Makmur District Nagan Raya district. The research method used in this research is analytic with a cross-sectional design. This research was conducted in January 2022, The population in this study is people who suffer from Dermatitis in the working area of the Alue Rambot Health Center, as many as 623 sufferers, the sample in this study was taken based on the Slovin formula with an error rate (0.1), where a sample of 86 respondents was obtained with criteria who were willing to be interviewed and were in the working area of the Puskesmas. Processing data using statistical tests, namely univariate and bivariate analysis, then tested using the Chi-Square test. The study results stated that after being analyzed, it turned out that there was an impact of Knowledge, history of allergies, and the environment affected the incidence of Dermatitis as evidenced by the value (P-value 0.05) with the Prevalence Ratio (7.302, 3.062, and 2.460). The conclusion turns out that the lack of public knowledge about the causes of Dermatitis, the presence of a previous history of allergies, and the environment regarding poor personal Hygiene has a significant influence on the incidence of Dermatitis. Local government advice directly implement socialization about Dermatitis by increasing Knowledge, breaking the chain of causes of allergy recurrence, and improving the cleanliness of the surrounding environment for the formation of work areas whose communities are dermatitis-free.

he Australian Curriculum History, like all curriculum texts, is one version of legitimate knowledge, which has been "produced out of the cultural, political, economic conflicts, tensions and compromises that organise and disorganise a people" (Apple, 1993, p.1). This presentation highlights the 'spaces' and 'places' of the curriculum as representations of particular knowledge and identities. Whose knowledge is privileged and what places and perspectives on place are positioned as significant? How do orientations to spatial markers – local, regional, national, global – seek to organise and disorganise? This paper draws on critical theory and a detailed discourse analysis of the Australian Curriculum History and accompanying professional resources. This analysis examines the way that particular perspectives and judgements about 'significance' privilege and marginalise. The document analysis is complemented by a case study of school practice that positions students as key agents in legitimating local knowledge.