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This work critically engages the hermeneutical methods used to analyse the New Testament writings, so that the lenses through which studies of the texts have been traditionally viewed can be revised. Jeremy Hultin contributes an article on the rhetorical use of the chosen citations by Jewish rabbis in their commentary on scripture, while Mark Gignilliat writes on the potential implications for viewing Old Testament Scripture in the manner of the early Church exegetes and theologians. With these two contributions providing a frame for the other chapters, the essays explore a range of topics including the significance of the number 42 in Matthew; the study of Wisdom in Matthew, the extent to which the four gospels are underlined by Hebrew material, if any; the use of Hebrew material in shaping New Testament writings; and the uses of Scripture in the letters of Paul and the letters to the Hebrews.Read separately, these articles provide fascinating insights and revisions to established ideas on intertextuality between the Old/Hebrew Bible and the New Testament writings. Taken together, the collection presents a solid argument for the fundamental revision of our current hermeneutical practice in Biblical Studies.

Do street children go to school, and if not, why not? What kind of education can be 'meaningful' to young people affected by conflict?The contributors explore groups of children and young people who have no, or very limited, educational opportunities in various contexts, including Vietnam, Ukraine, the UK, the USA, and India. They explore a number of educational initiatives that have contributed to improving the lives of disadvantaged children, drawing on the perceptions and experiences of disadvantaged children and young people themselves.Each chapter contains contemporary questions to encourage active engagement with the material and an annotated list of suggested reading to support further exploration.

Education in Southern Africa is a comprehensive critical reference guide to education in the region. With chapters written by an international team of leading regional education experts, the book explores the education systems of each country in the region. With chapters covering Botswana, Lesotho, Madagascar, Mozambique, Namibia, South Africa, Swaziland and Zimbabwe, the book critically examines the development of education provision in each country as well as local and global contexts. Including a comparative introduction to the issues facing education in the region as a whole and guides to available online datasets, this handbook will be an essential reference for researchers, scholars, international agencies and policy-makers at all levels.