Bøger udgivet af Waxmann Verlag GmbH, Germany

Pursuing Whiteness in the Colonies offers a new comprehension of colonial history from below by taking remnants of individual agencies from a whiteness studies perspective. It highlights the experiences and perceptions of colonisers and how they portrayed and re-interpreted their identities in Africa. The transcolonial approach is based on egodocuments from Belgian, German and Swedish men and women who migrated to Central Africa for reasons like a love for adventure, social betterment, new gender roles, or the conviction that colonising was their patriotic duty.The author presents how colonisers constructed their whiteness in relation to the subalterns in everyday situations connected to friendship, animals, gender and food. White culture was often practiced to maintain the idea(l) of European supremacy, for example by upholding white dining cultures. The welcoming notion of "breaking bread" was replaced by a dining culture that reinforced white identity and segregated white from non-white people.By combining colonial history with whiteness studies in an African setting the author provides a different understanding of imperial realities as they were experienced by colonisers in situ.

The volume attempts to triangulate three vibrant discourses of our times: It combines postcolonial and decolonial readings of cultural conflicts with assessments of ecological dimensions of those conflicts, as well as their significance within discourses on natural and cultural world heritage. The examples from four continents range from the medieval Middle East - already shaken by a convergence of ecological and social disaster - to modern imaginary constructions of medieval Vikings, the persistence of Indigenous knowledge in the Arctic, literary poetics of patrimony, and the heritage politics of Mediterranean urban architecture. Authors ask which strategies societies in developing countries use to defend their cultural and ecological uniqueness and integrity while being penetrated by environmental hazards and hegemonizing "Western" forms of heritage culture; or how western societies construct their own past in ways that are sometimes reminiscent of traditional imaginations of a pre-modern past, petrified eternally in an "ideal" moment of time. Colonial and historical forms of "heritagization" of human and non-human environments, the essays show, answer to pressing emotional needs for a sense of stability. But the desire for nostalgia, frequently commodified, tends to collide with the similarly pressing need for political and economic survival in a rapidly changing world and in the face of accelerating extraction practices. Without being able to solve this dilemma, the volume makes an interdisciplinary contribution to taking intellectual stake of the asymmetrical politics and poetics of heritage and collective cultural memory.

This book project was initiated in fall 2013 at the University of Nebraska at Omaha (UNO), Nebraska during a Global Engagement Research and Teaching Workshop between faculty from UNO and the University of Agder (UiA), Norway. The anthology presents articles that center on the application of digital technologies that add value to the teaching and learning process in a globalized context. The unique focus of the book is the intersection between pedagogy and technology, specifically the innovative use of technology to improve higher education teaching and learning. With the increased mobility of faculty and students, more diversity among our students and faculty, increased cross-disciplinary designs, alternative environments enabled by technology, and greater demand from the millennial generation for increased access and flexibility, it is important to share accounts where technology has made a positive impact on the instructional process. Topics that are discussed are local studies with implications for the global environment and the innovative use of technology to improve higher education teaching and learning.The target audiences for the book are researchers, teachers and stakeholders in learning organizations interested in using IT for teaching and learning.

Due to its unprecedented violence and unexpected duration, the First World War generated many complex and tragic experiences, which over time have been reinterpreted. Connecting past experiences with current memories of the war - in order to revisit in an interdisciplinary way Belgium's archival and literary, as well as material and monumental war heritage - is the goal of this book which presents the outcomes of the research project Experiences and Memories of the Great War in Belgium (MEMEX WW1).The following topics as part of the historical, psychological and memory studies are addressed: emotions and writing strategies in a war context and attitudes towards the Germans based on the diaries of Belgian soldiers and scholars; the memory of the war in the two fort cities of Antwerp and Liege during the Interbellum; the literary reception of Tom Lanoye's No Man's Land and the impact of the reading of some poems to current Flemish students. Another issue concerning the social representations of the war investigates the representations of soldiers as heroes or as victims among young Europeans. As for the impact of war centenary commemoration events, they are analyzed firstly through the iconology of the First World War illustrated on stamps and secondly through the effects of exhibitions and documentaries on young Belgians.

The Seoul Agenda: Goals for the Development of Arts Education was unanimously endorsed by all UNESCO Member States in 2011. It is the only existent policy paper of global relevance on arts education. It provided the frame of reference for an international inquiry into arts education experts' perceptions of key issues in the field: access and participation, quality, and the benefits of arts education. Nearly 400 experts from 61 countries around the world participated in this research. The book presents findings, commentaries, and reflections contributed by 51 international scholars and expert practitioners.