Robert Jackson – författare

Fade In, Crossroads is a history of the relations between southerners and motion pictures from the silent era to midcentury. Examining the ways in which the South contributed to the development of the film medium from the late nineteenth century through the golden age of Hollywood, it sheds light on early production centers within the region, such as Jacksonville, Florida and Asheville, North Carolina. It also explores the migration of millions of black and white southerners beyond the South to such destinations as Los Angeles, and their impact on the industry. Fade In, Crossroads tells the story of how the rise and fall of the American film industry coincided with the rise and fall of the South's most important modern product and export: Jim Crow segregation.This work details the varied encounters of southern literary figures including William Faulkner, Richard Wright, and many others with the medium as viewers, screenwriters, critics, and filmmakers, and considers the medium's influence on their literary writings. It takes a crucial look at southern historical legacies on film: the prolific Civil War film tradition; the notorious tradition of lynching films during an era of widespread lynching in the South; and the remarkable race film industry, whose independent African American filmmakers forged an important cinematic tradition in response to the racial limitations of both the South and Hollywood. Fade In, Crossroads also maps the influence of film on future participants in the Civil Rights Movement, from prominent leaders such as Martin Luther King and Thurgood Marshall to film-industry veterans like Lena Horne and Paul Robeson to the millions of ordinary people, black and white, who found themselves caught up in the struggle for racial equality in the modern United States.

Fade In, Crossroads is a history of the relations between southerners and motion pictures from the silent era to midcentury. Examining the ways in which the South contributed to the development of the film medium from the late nineteenth century through the golden age of Hollywood, it sheds light on early production centers within the region, such as Jacksonville, Florida and Asheville, North Carolina. It also explores the migration of millions of black and white southerners beyond the South to such destinations as Los Angeles, and their impact on the industry. Fade In, Crossroads tells the story of how the rise and fall of the American film industry coincided with the rise and fall of the South's most important modern product and export: Jim Crow segregation.This work details the varied encounters of southern literary figures including William Faulkner, Richard Wright, and many others with the medium as viewers, screenwriters, critics, and filmmakers, and considers the medium's influence on their literary writings. It takes a crucial look at southern historical legacies on film: the prolific Civil War film tradition; the notorious tradition of lynching films during an era of widespread lynching in the South; and the remarkable race film industry, whose independent African American filmmakers forged an important cinematic tradition in response to the racial limitations of both the South and Hollywood. Fade In, Crossroads also maps the influence of film on future participants in the Civil Rights Movement, from prominent leaders such as Martin Luther King and Thurgood Marshall to film-industry veterans like Lena Horne and Paul Robeson to the millions of ordinary people, black and white, who found themselves caught up in the struggle for racial equality in the modern United States.

The "problem of the twentieth century" was one of the most important factors in the development of American modernism. W. E. B. Du Bois, of course, identified that problem as "the color line" a phrase for the broad array of laws and practices that promulgated legal segregation, cultural separation, and racial antagonism in the US from the end of Reconstruction through the Civil Rights era. A more familiar name, borrowed from the popular tradition of blackface minstrelsy, personified this elusive but ever-present racial regime: Jim Crow. Taking as its starting point the contemporaneity of the Jim Crow era and the modernist era in art and culture, Jim Crow Modernism explores how these phenomena informed one another, and how artists and thinkers on both sides of the color line worked in and against the "separate but equal" landscape and the organizing logic of Jim Crow. This collection of new essays by prominent scholars in several fields-from American literary studies to film, media, art history, politics, and performance-provides a broad and deep analysis of this vital aspect of modern cultural history. Contributors address well known modernist figures like T. S. Eliot, William Faulkner, Langston Hughes, Zora Neale Hurston, Ann Petry, and Wallace Thurman, as well as many others, from the Jamaican-American writer Claude McKay to the Japanese-American artist Isamu Noguchi to the Afro-Latino writer Piri Thomas, whose peripatetic lives and careers initiated them into far-ranging traditions and contexts. At the same time, Jim Crow Modernism reaches well beyond the segregated US South to examine national and global spaces, networks, and migrations, from New York and Los Angeles to the Caribbean, Europe, Africa, and Asia.

Offering unrivalled coverage of classical theories, contemporary approaches, and current issues, together with an exceptionally clear writing style, Introduction to International Relations provides a uniquely accessible and engaging introduction to the subject. With an emphasis on theoretical approaches and their application to the real world, the authors encourage critical engagement with the theories presented, highlighting their strengths, weaknesses, and the major points of contention.The eighth edition has been thoroughly updated to incorporate current events and key developments in the discipline. The changes include a new, three-part structure, which helps students to build a clear understanding of how key debates in the discipline are connected with each other, and how these can be applied to the world around them. The first part, 'Studying IR', emphasises the practical reality of international relations in everyday life, and how to connect this reality with the academic study of the subject. The second part, 'Major IR Theories and Approaches', guides the reader through the essential theories in the field, including Realism, Liberalism, Social Constructivism, Postcolonialism, and Feminism, among others. Finally, the third part, 'Theory Meets the Real World: Policy and Issues', builds on this foundation by exploring how we can understand current issues such as climate change and terrorism through the lens of IR theory.A new final chapter, 'The Big Question: World Order or World Chaos?', concludes the text by tracing the development of, and theoretical debates around, the concept of 'world order', providing students with a nuanced and compelling analysis of the key challenges confronting the contemporary world. Opening with an overview of the concept, the authors go on to examine the consequences of the rise of China and the resurgence of Russian influence, the new issues facing established democracies and parts of the Global South, as well as international institutions and their ability to provide global governance. The chapter ends with a discussion that answers the question posed at the start: are we witnessing world order or world chaos?Digital formats and resourcesIn addition to helpful learning features within the book, the text is accompanied by online resources designed to help students to take their learning further. These include:For students:- Reinforce your understanding of each chapter's key themes with short case studies- Test your understanding and revise for exams with review questions- Explore different theoretical debates through a series of annotated web links to reliable content- Test your knowledge of key terminology using the flashcard glossary- Extend your learning with videos exploring key issues in IRFor registered lecturers:- Encourage debate and critical thinking in class with seminar resources- Download figures from the text for use in your own teaching materials

The Global Covernant is a ground-breaking work by one of the leading scholars in international relations that rejuvenates the classical international society approach, and brings it into contact with the new era of world politics. It investigates the most important international issues of our time, including peace and security, war and intervention, human rights, failed states, territories and boundaries, and democracy. It draws on a family of closely related disciplines: diplomatic and military history, international legal studies, and international political theory. It addresses basic methodological questions and presents the elements of a human sciences approach to the study of world politics. It contemplates the future of international society in the 21st century. The Global Covenant concludes by justifying the pluralist society of sovereign states as one that respects human diversity and upholds human freedom.

The writers examine how the eastward movement of NATO has led to a new organization. As they point out, the process was underway by the time the Soviet Union collapsed. Issues of western financial constraint, the Gulf War, events in the former Yugoslavia, and changing configurations of the major NATO partners led the way. In addition, the essays examine the potential effects of the incorporation of Poland, the Czech Republic, and Hungary as well as the more distant, but still conceivable inclusion of the Baltic states, Ukraine, and others and special arrangements with Russia.NATO is leading the way in creating a new security architecture for Europe and its look East policy is the most important part of the change. As the essays indicate, NATO's transformation leaves many questions for the future. Despite the new Russian-NATO agreement, what reactions will take place in Rusian domestic politics? What will happen in the ratification process throughout the extant member states? Can all 16 states come to a unanimous agreement? And lastly what will be the consequences for Eastern Europe: including the new members of Poland, Hungary, and the Czech Republic, and possibly and more importantly, those states inside the former communist empire which are not admitted as members in the first round of expansion? This is an important study for scholars, researchers, and policy makers involved with Eastern Europe and NATO.

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.Religious Education for Plural Societies highlights key writings from Robert Jackson’s international career in education. It provides a historical perspective in relation to current debates about religious education in the UK and internationally, drawing attention to current issues of concern. Carefully selected examples explore the key themes in religious education that allow us to consider how things were, how they are now and the future for the field of study. Split into parts: empirical research; the interpretive approach to religious education pedagogy; religious education and plurality and human rights and international policy developments, Robert Jackson also provides an overview of the text in the form of a general introduction, and also introductions to each section of the book, allowing the reader a personal insight into why each piece has been chosen. Religious Education for Plural Societies allows readers to follow themes and strands across Robert Jackson’s career and see how his work has contributed to the development of the fields of religions and education. It will be of interest to all followers of Robert Jackson’s work and any reader interested in the development of religious education in the UK and internationally.

Citizenship is high on the agenda of education systems in many of the world's democracies. As yet, however, discussions of citizenship education have neglected issues of religious diversity and how the study of religions can contribute to our understanding of citizenship. International Perspectives on Citizenship, Education and Religious Diversity brings together an international range of contributions from religious studies scholars and educators specialising in the study of religions. Together, these illustrate and explore the key questions for educational theory and pedagogy raised by drawing issues of religious diversity into citizenship education.The chapters address and extend debates over the nature of citizenship in late modernity, highlighting local and global dimensions of citizenship in relation to issues of national, religious, ethnic and cultural identity. As well as emphasising the role religious education has to play in citizenship education, this book also covers wider issues such as state-supported faith schools and cultural diversity in relation to common citizenship. The authors argue that critical, yet reflective, approaches to religious education have a distinctive and valuable contribution to make to citizenship education. Issues addressed within the study of religions are related to new forms of global and cultural citizenship, as well as citizenship within the nation state. Ultimately, this stimulating and original collection highlights the challenges and possibilities for teaching and learning about religion, religions and religious diversity within an inclusive educational practice.

How should schools deal with religions in matters of curriculum, procedure and policy?As Western society becomes increasingly multicultural in character, schools must reassess the provision of religious education and look at how they might adapt in order to accommodate students' diverse experiences of plurality. This book offers a critical view of approaches to the treatment of different religions in contemporary education, in order to devise approaches to teaching and learning, and to formulate policies and procedures that are fair and just to all. Beginning with a contextual overview of the religious, social and cultural changes of the past fifty years, the book goes on to illuminate and assess six different responses to the challenges posed by religious plurality in schools. Conclusions are drawn from the various positions explored in this book, identifying what the character of religious education should be, how it should be taught and addressing the issues raised for policy, practice and research. Rethinking Religious Education and Plurality argues for a plural approach to education and will be a valuable resource for students and researchers studying courses in religious education as well as teachers, education advisers and policy makers.

How should schools deal with religions in matters of curriculum, procedure and policy?As Western society becomes increasingly multicultural in character, schools must reassess the provision of religious education and look at how they might adapt in order to accommodate students' diverse experiences of plurality. This book offers a critical view of approaches to the treatment of different religions in contemporary education, in order to devise approaches to teaching and learning, and to formulate policies and procedures that are fair and just to all. Beginning with a contextual overview of the religious, social and cultural changes of the past fifty years, the book goes on to illuminate and assess six different responses to the challenges posed by religious plurality in schools. Conclusions are drawn from the various positions explored in this book, identifying what the character of religious education should be, how it should be taught and addressing the issues raised for policy, practice and research. Rethinking Religious Education and Plurality argues for a plural approach to education and will be a valuable resource for students and researchers studying courses in religious education as well as teachers, education advisers and policy makers.

Does religion bring peace or war? In order to discuss this fundamental question, it is essential to reflect upon religious education that shapes the views of religion among young generations. This book has developed from the special panel on "Religious Education and Peace" for the 19th World Congress of the International Association for the History of Religions (IAHR), the largest international organization in religious studies, which took place in Tokyo in March 2005. Its international contributors discuss the kinds of religious education used for peace education that is attempted or needed, in their respective societies faced with tensions and conflicts, not only between different religions but also between religion and secularism. This is the first book in the field that includes both Asian and Western writers (from Korea, Japan, Indonesia, Israel, Germany, Spain, UK and USA). It is an innovative attempt to build a bridge between the study of religion/religious education and peace education. This book was previously published as a special issue of British Journal of Religious Education

Religion, Education, Dialogue and Conflict analyses the European Commission-funded REDCo project, which addressed the question of how religions might contribute to dialogue or conflict in Europe. Researchers in education from eight countries – the UK, Estonia, France, Germany, the Netherlands, the Russian Federation, Norway and Spain – studied how young Europeans of different religious, cultural and political backgrounds could engage in dialogue in the context of the school.Empirical studies conducted with 14-16 year old students included them offering their own perspectives and analyses of teaching and learning in both dialogue and conflict situations. Although there were some different national patterns and trends, most students wished for peaceful coexistence across differences, andbelieved this to be possible. The majority agreed that peaceful coexistence depended on knowledge about each other’s religions and worldviews, sharing common interests and doing things together. The project found that students who learn about religious diversity in school are more willing to discuss religions and beliefs with students of other backgrounds than those who do not.The international range of expert contributors to this book evaluate the results of the REDCo project, providing examples of its qualitative and quantitative studies and reflecting on the methods and theory used in the project as a whole.This book was originally published as a special issue of the British Journal of Religious Education.

This volume presents findings from recent research focusing on young people and the way they relate to religion in their education and upbringing. The essays are diverse and multidisciplinary - in terms of the religions they discuss (including Christianity, Islam and Sikhism); the settings where young people reflect on religion (the classroom, youth club, peer group, families, respective religious communities and wider society); the different perspectives which relate to religious education and socialisation (the teaching of RE, the role of teachers in pupils’ lives, the way teachers’ personal lives shape their approach to teaching, school ethos and social context, and the place and rationale of RE); the contexts within which the authors work (different national settings and various academic disciplines); and the methodology used (qualitative, quantitative and mixed-method approaches).The authors make important contributions to the debate about the role of religious education in the curriculum. They demonstrate the crucially important formative influence of religious education in young people’s lives which reaches well into their adulthood, shaping religious and other identities, and attitudes towards the ‘other’ - whatever that ‘other’ may be.This book was originally published as a special issue of the Journal of Beliefs & Values.

Sovereignty is at the very centre of the political and legal arrangements of the modern world. The idea originated in the controversies and wars, both religious and political, of 16th and 17th century Europe and since that time it has continued to spread and evolve. Today sovereignty is a global system of authority: it extends across all religions, civilizations, languages, cultures, ethnic and racial groupings, and other collectivities into which humanity is divided. In this highly accessible book, Robert Jackson provides a concise and comprehensive introduction to the history and meaning of sovereignty. Drawing on a wide range of examples from the US Declaration of Independence to terrorist attacks of 9/11 he shows how sovereignty operates in our daily lives and analyses the issues raised by its universality and centrality in the organization of the world. The book covers core topics such as the discourse of sovereignty, the global expansion of sovereignty, the rise of popular sovereignty, and the relationship between sovereignty and human rights. It concludes by examining future challenges facing sovereignty in an era of globalization.This interdisciplinary study will be of interest to a wide range of students, academics and general readers who seek to understand this fundamental concept of the modern world.

Sovereignty is at the very centre of the political and legal arrangements of the modern world. The idea originated in the controversies and wars, both religious and political, of 16th and 17th century Europe and since that time it has continued to spread and evolve. Today sovereignty is a global system of authority: it extends across all religions, civilizations, languages, cultures, ethnic and racial groupings, and other collectivities into which humanity is divided. In this highly accessible book, Robert Jackson provides a concise and comprehensive introduction to the history and meaning of sovereignty. Drawing on a wide range of examples from the US Declaration of Independence to terrorist attacks of 9/11 he shows how sovereignty operates in our daily lives and analyses the issues raised by its universality and centrality in the organization of the world. The book covers core topics such as the discourse of sovereignty, the global expansion of sovereignty, the rise of popular sovereignty, and the relationship between sovereignty and human rights. It concludes by examining future challenges facing sovereignty in an era of globalization.This interdisciplinary study will be of interest to a wide range of students, academics and general readers who seek to understand this fundamental concept of the modern world.

This volume presents findings from recent research focusing on young people and the way they relate to religion in their education and upbringing. The essays are diverse and multidisciplinary - in terms of the religions they discuss (including Christianity, Islam and Sikhism); the settings where young people reflect on religion (the classroom, youth club, peer group, families, respective religious communities and wider society); the different perspectives which relate to religious education and socialisation (the teaching of RE, the role of teachers in pupils’ lives, the way teachers’ personal lives shape their approach to teaching, school ethos and social context, and the place and rationale of RE); the contexts within which the authors work (different national settings and various academic disciplines); and the methodology used (qualitative, quantitative and mixed-method approaches).The authors make important contributions to the debate about the role of religious education in the curriculum. They demonstrate the crucially important formative influence of religious education in young people’s lives which reaches well into their adulthood, shaping religious and other identities, and attitudes towards the ‘other’ - whatever that ‘other’ may be.This book was originally published as a special issue of the Journal of Beliefs & Values.

In the World Library of Educationalists series, international experts themselves compile career-long collections of what they judge to be their finest pieces – extracts from books, key articles, salient research findings, major theoretical and practical contributions – so the world can read them in a single manageable volume. Readers will be able to follow the themes and strands and see how their work contributes to the development of the field.Religious Education for Plural Societies highlights key writings from Robert Jackson’s international career in education. It provides a historical perspective in relation to current debates about religious education in the UK and internationally, drawing attention to current issues of concern. Carefully selected examples explore the key themes in religious education that allow us to consider how things were, how they are now and the future for the field of study. Split into parts: empirical research; the interpretive approach to religious education pedagogy; religious education and plurality and human rights and international policy developments, Robert Jackson also provides an overview of the text in the form of a general introduction, and also introductions to each section of the book, allowing the reader a personal insight into why each piece has been chosen. Religious Education for Plural Societies allows readers to follow themes and strands across Robert Jackson’s career and see how his work has contributed to the development of the fields of religions and education. It will be of interest to all followers of Robert Jackson’s work and any reader interested in the development of religious education in the UK and internationally.

Religion, Education, Dialogue and Conflict analyses the European Commission-funded REDCo project, which addressed the question of how religions might contribute to dialogue or conflict in Europe. Researchers in education from eight countries – the UK, Estonia, France, Germany, the Netherlands, the Russian Federation, Norway and Spain – studied how young Europeans of different religious, cultural and political backgrounds could engage in dialogue in the context of the school.Empirical studies conducted with 14-16 year old students included them offering their own perspectives and analyses of teaching and learning in both dialogue and conflict situations. Although there were some different national patterns and trends, most students wished for peaceful coexistence across differences, andbelieved this to be possible. The majority agreed that peaceful coexistence depended on knowledge about each other’s religions and worldviews, sharing common interests and doing things together. The project found that students who learn about religious diversity in school are more willing to discuss religions and beliefs with students of other backgrounds than those who do not.The international range of expert contributors to this book evaluate the results of the REDCo project, providing examples of its qualitative and quantitative studies and reflecting on the methods and theory used in the project as a whole.This book was originally published as a special issue of the British Journal of Religious Education.

Does religion bring peace or war? In order to discuss this fundamental question, it is essential to reflect upon religious education that shapes the views of religion among young generations. This book has developed from the special panel on "Religious Education and Peace" for the 19th World Congress of the International Association for the History of Religions (IAHR), the largest international organization in religious studies, which took place in Tokyo in March 2005. Its international contributors discuss the kinds of religious education used for peace education that is attempted or needed, in their respective societies faced with tensions and conflicts, not only between different religions but also between religion and secularism. This is the first book in the field that includes both Asian and Western writers (from Korea, Japan, Indonesia, Israel, Germany, Spain, UK and USA). It is an innovative attempt to build a bridge between the study of religion/religious education and peace education. This book was previously published as a special issue of British Journal of Religious Education