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| 1 |
ID:
146779
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| Summary/Abstract |
This paper explores the way in which historiography produced in Turkey (or by Turkish scholars abroad) approaches foreign military/diplomatic interventions in the Ottoman Empire during the long nineteenth century. It focuses on three case studies where ‘humanitarian reasons’ formed the discursive basis/justification of such interventions. The author argues that when the distinction between victims and perpetrators, civilians and combatants, emerges as an interpretive dilemma in the debates of the historical period examined, similar interpretive and normative challenges are inherited by the historiographical accounts of it. The paper distinguishes two contrasting ways in which Turkish historiographical scholarship responds to such a dilemma. The first remains confined by the way Ottomans themselves viewed the world around them and uncritically reproduces rigid categories of selfhood and otherhood between ‘us’ and ‘them’. The second trajectory offers tools for understanding the conflicts behind the construction of the category of the human worth of international protection, and disentangles itself from the normative bind described above.
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| 2 |
ID:
187090
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| Publication |
Gurugram, OakBridge Publishers Pvt Ltd, 2021.
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| Description |
xvii, 338p.hbk
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| Standard Number |
9789391032548
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 060226 | 954.0533/ALP 060226 | Main | On Shelf | General | |
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| 3 |
ID:
123338
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2013.
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| Summary/Abstract |
A significant proportion of migrant children in China are not able to attend public schools for the lack of local household registration (HuKou), and turn to privately-operated migrant schools. This paper examines the consequences of such a partially involuntary school choice, using survey data and standardized test scores from field work conducted in Shanghai. We find that migrant students who are unable to enroll in public schools perform significantly worse than their more fortunate counterparts in both Chinese and Mathematics. We also use parental satisfaction and parental assessment of school quality as alternative measures of the educational outcome and find similar results. Our study suggests that access to public schools is the key factor determining the quality of education that migrant children receive.
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| 4 |
ID:
104554
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| 5 |
ID:
091952
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2009.
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| Summary/Abstract |
The Singapore and Harare Declarations proclaim the Commonwealth values and principles to which South Africa adheres. The Aso Rock Declaration shows that good governance can overcome poverty. There is a potential crisis of poverty and inequality, in which education should be given priority. The Commonwealth needs to advocate gender equity and emphasise the interdependence of the primary, secondary and tertiary sectors. It should find cheaper methods in secondary education and more open schooling.
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| 6 |
ID:
192628
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| Summary/Abstract |
Under President Xi Jinping, the strengthening of the Chinese Communist Party's political control occurs in conjunction with an evolving administrative role for government-affiliated associations. Analysing associations that are subordinate within China's strict hierarchy but which have degrees of operational freedom yields insights into the changing nature of public service and administration in China. Evidence from 63 interviews conducted from 2018 to 2022 with government departments and affiliated associations in the education sector reveals the complexity of state control and degrees of constrained autonomy achieved by affiliated associations. The government exerts control over financing, personnel appointments and core business activities but, over time, associations gain varying degrees of operational autonomy to influence the education agenda and fill gaps in public services. The interdependency and relational variance we find in the case of Ministry of Education-affiliated associations contributes to broader understandings of the complex and fragmentary nature of the Chinese state and public administration.
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| 7 |
ID:
142515
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This paper examines affirmative action in Malaysia and South Africa, two regimes that favor majorities. Malaysia’s highly centralized and discretionary programme is in contrasts with South Africa’s more democratized, decentralized and statutory structure. With regard to affirmative action outcomes, both countries have made quantitative gains in increasing representation of Bumiputeras in Malaysia and blacks in South Africa, in tertiary education and high-level occupations. However, there is also evidence to suggest continuing, primarily qualitative, shortfalls, in terms of graduate capability, dependence on public sector employment, and persistent difficulty in cultivating private enterprise. The results reported here emphasize the importance of implementing affirmative action effectively in education, while exercising restraint in employment and enterprise development.
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| 8 |
ID:
156803
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| Publication |
New Delhi, Oxford University Press, 2017.
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| Description |
xxiii, 260p.: figures, tables, boxeshbk
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| Standard Number |
9780199485024
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 059259 | 330.96/AHL 059259 | Main | On Shelf | General | |
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| 9 |
ID:
082689
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2008.
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| Summary/Abstract |
By 1925, 30 years after Kenya became a British colony, there were no high schools for Africans in the colony. In 1926, the Africans decided to build their own high schools through their Local Native Councils (LNCs) but the Government refused to sanction the building of the schools and this led to a protracted struggle. The Kiambu LNC's abortive high school at Githunguri is used as a case study to examine not only why the Government vetoed the building of the schools, but also to show how this greatly undermined the expansion of African higher education in subsequent years.
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| 10 |
ID:
085256
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| Publication |
London, George Allen and Unwin Ltd., 1959.
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| Description |
104p.
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 000457 | 309.15/PAN 000457 | Main | On Shelf | General | |
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| 11 |
ID:
104504
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| 12 |
ID:
146785
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| Summary/Abstract |
In the past, weekly journals often served as the primary vehicle for the publication and dissemination of high-quality literature. Novels and plays were often serialized in such periodicals, which also featured items of poetry, essays and even political analysis. The Turkish weekly Servet-i Fünun [Wealth of the Sciences] which began publishing in 1891 and closed down in 1944 attracted contributions from the best Turkish writers of its time, and its very name became a banner for new currents in Turkish literature, whether poetry or prose. Part of its success was due to the single-minded labours of its founder and editor, Ahmed İhsan, a journalist and novelist of distinction. The article attempts to assign to the journal and its editor their proper place within the history of Turkish literary journalism.
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| 13 |
ID:
107473
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2011.
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| Summary/Abstract |
The success story of Alborz High School was due to a number of factors. The legacy of Dr. Jordan and other of its American founders had set unusually high standards of teaching, behavior, discipline and conduct. Dr. Mojathedi managed to maintain those standards through dedication and hard work, even though there was occasional friction between him and students and teachers. Almost all the students, some of them from the upper echelons of society, came from educated and cultured homes, had performed well at their primary schools, were well-motivated, loved their school, ran various cultural programs by themselves, and included notable writers, poets, artist and athletes. Teachers generally maintained discipline, good humor and high standards, and included stars of altogether different varieties such as Zeinolabedin Motamen, Dr. Mahmud Behzad and Mostafa Sarkhosh.
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| 14 |
ID:
107461
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| Publication |
2011.
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| Summary/Abstract |
The article addresses the twentieth-century social and cultural history of Alborz College (The American College of Tehran) in terms of its curricula, mission education, the faculty and Dr. Samuel Jordan, founder and president. The courses taught, from the natural sciences and humanities to business and journalism, shaped the lives and aspirations of so many of the graduates for decades. Of great importance were the academic training and personal lives of Dr. Jordan, Mary Park Jordan, and the American faculty, particularly those graduates from Lafayette College (Easton, Pennsylvania) who served as role models of modernity and generous public service that so enriched the lives of their young Iranian charges and won the hearts and minds of the Alborzi graduates.
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| 15 |
ID:
167242
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| Summary/Abstract |
The aim of this paper is to examine the story of the American Baptists and how their mission activities in the Naga Hills District (1871–1955) have impacted upon present day politics in the Indian state of Nagaland. Baptists make up nearly 95% of the current Naga population in Nagaland. The paper will investigate the relationship between the Baptist mission’s philosophy on education, Christian conversion and the subsequent rise of a sense of ‘national community’ amongst the Nagas. Although the primary motivation for the American missionaries was to convert, the British administrators also thought that introducing Christianity would prevent influence on these tribes from Hindu and Muslim groups. Thus began Christianity’s part in a developing framework for resistance in this region, raising significant questions with regard to Christianity’s persistence as a form of political articulation in contemporary Nagaland. This political articulation, I suggest, is related to a greater sense of agency brought about by Christianity and Missionary activities in the fields of education and print. The American Baptist Foreign Mission Society (ABFMS) was at the forefront of these changes.
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| 16 |
ID:
103683
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| Publication |
2011.
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| Summary/Abstract |
Aloys Sprenger (1813-1893) was an Austrian scholar with a medical degree who joined the British East India Company's medical service in order to pursue in India his real passion, the study of oriental literatures. He became the Principal of Delhi College in 1845, and presided over an experiment in learning at Delhi College, an institution that taught both eastern and western literatures and sciences through the medium of Urdu. The college attempted to bring about a creative synthesis of the two curricula, via an active programme of translation and publication. Sprenger helped launch a series of scholarly journals published by the college, thus contributing to the dissemination of knowledge and the nurturing of a group of students and faculty with whom he maintained an active correspondence after leaving the college. This collection of letters has not been adequately evaluated earlier as an indication of the collaboration between western and Indian intellectuals in the period before the revolt of 1857. Most accounts of Sprenger's contributions to Delhi College have been laudatory. There was, however, a darker side to Sprenger's stewardship that deserves elucidation. Based on archival research, the present article seeks to evaluate Sprenger's ambiguous intellectual legacy to Delhi College and to the evolution of education in British India.1
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| 17 |
ID:
118931
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| 18 |
ID:
045303
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| Publication |
New York, Thomas Nelson and Sons Ltd, 1967.
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| Description |
xxii, 484p.Hbk
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Copies: C:1/I:0,R:0,Q:0
Circulation
| Accession# | Call# | Current Location | Status | Policy | Location |
| 001108 | 947.084/ANA/001108 | Main | On Shelf | General | |
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| 19 |
ID:
122475
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| Publication |
2013.
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| Summary/Abstract |
There are several changes to the system of qualifications and examinations at ages 16 and 17, including the new English Baccalaureate. There are many problems: the constant churn in new qualifications reduces their vale to higher education and to employers; they are implemented without proper trialling; the EBacc in particular narrows the learning experience. There is a need for a moratorium on change and for a long, hard look by a non-politically partisan advisory committee on the development of a qualification system.
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| 20 |
ID:
191776
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| Summary/Abstract |
In April 1957, Chinese educators from across the Philippines gathered in Manila for the First Convention of Chinese Schools in the country. This article comprises a translation of and commentary on the declaration that was published to commemorate the occasion. I use it to illustrate the little-known extent to which elite-authored Chinese identity in the Philippines was deeply infused with a particular strain of Cold War ideology that emphasized unyielding support for the Republic of China (ROC) on Taiwan and Sinocentrism. Texts such as these call attention to the Philippines as a largely neglected site for historicizing and differentiating among Southeast Asia’s Chinese communities after 1945. Read carefully and contextually, they offer a very different perspective on identity formation within these societies from that found in mainstream, typically Malaya-focused narratives of cultural hybridization, localization, and depoliticization.
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