David Hicks - Böcker

Drawing on the latest research in futures studies, this book provides new insights into ways of helping both students and teachers think more critically and creatively about their own future and that of wider society. It acknowledges the crucial role of education in helping young people understand the nature of local and global change and the social and environmental impacts such change will have on their future. Setting out a clear educational rationale for promoting global and futures perspective in education, it provides helpful and stimulating examples of futures-orientated classroom activities. It also includes fascinating research into children's views of the future.

Teaching the Global Dimension specifically responds to concerns such as inequality, justice, environment and conflict in chapters written by leading educationalists in the field. It explores both the theory and practice of ‘global education’ today and provides:a framework for understanding global issuesa model identifying the key elements of good practiceinsight into young people’s concerns for the world and the futuretried and tested strategies for handling controversial global issues more confidently in the classroomkey concepts for planning appropriate learning experiencesa range of case studies which demonstrate the different ways in which a global dimension can be developed.Inspiring, thought-provoking and highly practical, this book shows how teachers at any stage in their career can effectively and successfully bring a global dimension to the taught curriculum.

Teaching the Global Dimension specifically responds to concerns such as inequality, justice, environment and conflict in chapters written by leading educationalists in the field. It explores both the theory and practice of ‘global education’ today and provides:a framework for understanding global issuesa model identifying the key elements of good practiceinsight into young people’s concerns for the world and the futuretried and tested strategies for handling controversial global issues more confidently in the classroomkey concepts for planning appropriate learning experiencesa range of case studies which demonstrate the different ways in which a global dimension can be developed.Inspiring, thought-provoking and highly practical, this book shows how teachers at any stage in their career can effectively and successfully bring a global dimension to the taught curriculum.

One of the central roles of education is to prepare students for the future and yet its study is often a neglected issue. This work focuses on the futures field as an educational resource using case studies from around the world, and on the nature of education for sustainability.

One of the central roles of education is to prepare students for the future and yet its study is often a neglected issue. This work focuses on the futures field as an educational resource using case studies from around the world, and on the nature of education for sustainability.

Ritual and Belief: Readings in the Anthropology of Religion is a collection of 41 readings in religion, magic, and witchcraft. The choice of readings is eclectic: no single anthropological approach or theoretical perspective dominates the text. Theoretical significance, scholarly eminence of the author, and inherent interest provide the principal criteria, and each reading complements its companion chapters, which are pedagogically coherent rather than ad hoc assemblages. Included among the theoretical perspectives are structural-functionalism, structuralism, Malinowskian functionalism, cultural materialism, and cultural evolutionism; also included are the synchronic and diachronic approaches. The book offers a mixture of classic readings and more recent contributions, and the "world religions" are included along with examples from the religions of traditionally non-literate cultures. As diverse a range of religious traditions as possible has been embraced, from various ethnic groups, traditions, and places.

Ritual and Belief: Readings in the Anthropology of Religion is a collection of 41 readings in religion, magic, and witchcraft. The choice of readings is eclectic: no single anthropological approach or theoretical perspective dominates the text. Theoretical significance, scholarly eminence of the author, and inherent interest provide the principal criteria, and each reading complements its companion chapters, which are pedagogically coherent rather than ad hoc assemblages. Included among the theoretical perspectives are structural-functionalism, structuralism, Malinowskian functionalism, cultural materialism, and cultural evolutionism; also included are the synchronic and diachronic approaches. The book offers a mixture of classic readings and more recent contributions, and the "world religions" are included along with examples from the religions of traditionally non-literate cultures. As diverse a range of religious traditions as possible has been embraced, from various ethnic groups, traditions, and places.

This book critically analyses the conceptual understanding of financial investigation and financial intelligence among UK law enforcement authorities and their commentators. The work provides a critical review of financial investigation, including international standards, and how it is perceived and applied by law enforcement agencies. It adopts the position that financial investigation is an evidence-gathering process and not simply related to asset recovery. Here, the concept of “following the money” is superseded by the wider approach of “following the financial footprint” by generalist and specialist investigators and analysts. The book focuses on identifying the financial footprint as a skill set for routine investigation application inclusive of the emerging threat posed by the digital environment, including cryptocurrencies. It assesses the terminology, typologies and structures associated with the subject area at the national and international levels. It also examines the historical trajectory of financial investigation to understand current perceptions of it within law enforcement, among government ministers and policy makers. The book will be of interest to students, academics and policy makers internationally working in the areas of criminal law, criminology and finance.

By the end of the 1960s the process of decolonization had practically run its course in Southeast Asia. One exception, however, was tiny Portuguese Timor, where notions of self-determination and independence had yet to be generated. In 1974, the Carnation Revolution in Portugal brought about the end of fifty years of dictatorship, and halfway around the world, presented a new opportunity to a small, ambitious proportion of the Timorese population, eager to shape the future of their country. This book presents a compelling and original perspective on the critical period of 1974-1975 in the history of East Timor. It describes how the language of politics helped to shape the events that brought about the decolonization of Portuguese Timor, its brief independence as The Democratic Republic of East Timor, and its recolonization by an Asian neighbour. Further, it challenges the idea that this period of history was infused by the spirit of nationalism in which the majority Timorese partook, and which contended with other competing western –isms, including colonialism, communism, neo-colonialism, and fascism. In contrast, the book argues that the Timorese majority had little understanding of any of these alien political abstractions and that the period can be most effectively explained and understood in terms of the contrast between the political culture of Dili, the capital, and the political culture of the rest of the country. In turn, David Hicks highlights how the period of 1974-1975 can offer lessons to government and international policy-makers alike who are trying to bring about a transformation in governance from the traditional to the legal and convert individuals from peasants to citizens.The result of extensive fieldwork and interviews, this book will be of interest to students and scholars of Southeast Asian studies, international relations, post-conflict studies and post-colonial studies.

Teaching Difficult History through Film explores the potential of film to engage young people in controversial or contested histories and how they are represented, ranging from gender and sexuality, to colonialism and slavery. Adding to the education literature of how to teach and learn difficult histories, contributors apply their theoretical and pedagogical expertise and experiences to a variety of historical topics to show the ways that film can create opportunities for challenging conversations in the classroom and attempts to recognize the perspectives of historically marginalized groups. Chapters focus on translating research into practice by applying theoretical frameworks such as critical race theory, auto-ethnography or cultural studies, as well as more practical pedagogical models with film. Each chapter also includes applicable pedagogical considerations, such as how to help students approach difficult topics, model questions or strategies for engaging students, and examples from the authors’ own experiences in teaching with film or in leading students to develop counter-narratives through filmmaking. These discussions of the real considerations facing classroom teachers and professors are sure to appeal to experienced secondary teachers, pre-service teacher education programs, graduate students, and academic audiences within education, history, and film studies.Part and chapter discussion guides, full references of the films included in the book, and resources for teachers are available on the book’s companion website www.teachingdifficulthistory.com.

Teaching Difficult History through Film explores the potential of film to engage young people in controversial or contested histories and how they are represented, ranging from gender and sexuality, to colonialism and slavery. Adding to the education literature of how to teach and learn difficult histories, contributors apply their theoretical and pedagogical expertise and experiences to a variety of historical topics to show the ways that film can create opportunities for challenging conversations in the classroom and attempts to recognize the perspectives of historically marginalized groups. Chapters focus on translating research into practice by applying theoretical frameworks such as critical race theory, auto-ethnography or cultural studies, as well as more practical pedagogical models with film. Each chapter also includes applicable pedagogical considerations, such as how to help students approach difficult topics, model questions or strategies for engaging students, and examples from the authors’ own experiences in teaching with film or in leading students to develop counter-narratives through filmmaking. These discussions of the real considerations facing classroom teachers and professors are sure to appeal to experienced secondary teachers, pre-service teacher education programs, graduate students, and academic audiences within education, history, and film studies.Part and chapter discussion guides, full references of the films included in the book, and resources for teachers are available on the book’s companion website www.teachingdifficulthistory.com.

By the end of the 1960s the process of decolonization had practically run its course in Southeast Asia. One exception, however, was tiny Portuguese Timor, where notions of self-determination and independence had yet to be generated. In 1974, the Carnation Revolution in Portugal brought about the end of fifty years of dictatorship, and halfway around the world, presented a new opportunity to a small, ambitious proportion of the Timorese population, eager to shape the future of their country. This book presents a compelling and original perspective on the critical period of 1974-1975 in the history of East Timor. It describes how the language of politics helped to shape the events that brought about the decolonization of Portuguese Timor, its brief independence as The Democratic Republic of East Timor, and its recolonization by an Asian neighbour. Further, it challenges the idea that this period of history was infused by the spirit of nationalism in which the majority Timorese partook, and which contended with other competing western –isms, including colonialism, communism, neo-colonialism, and fascism. In contrast, the book argues that the Timorese majority had little understanding of any of these alien political abstractions and that the period can be most effectively explained and understood in terms of the contrast between the political culture of Dili, the capital, and the political culture of the rest of the country. In turn, David Hicks highlights how the period of 1974-1975 can offer lessons to government and international policy-makers alike who are trying to bring about a transformation in governance from the traditional to the legal and convert individuals from peasants to citizens.The result of extensive fieldwork and interviews, this book will be of interest to students and scholars of Southeast Asian studies, international relations, post-conflict studies and post-colonial studies.

Drawing on the latest research in futures studies, this book provides new insights into ways of helping both students and teachers think more critically and creatively about their own future and that of wider society. It acknowledges the crucial role of education in helping young people understand the nature of local and global change and the social and environmental impacts such change will have on their future. Setting out a clear educational rationale for promoting global and futures perspective in education, it provides helpful and stimulating examples of futures-orientated classroom activities. It also includes fascinating research into children's views of the future.