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Routledge Handbook of Global Land and Resource Grabbing

Andreas Neef, Chanrith Ngin, Tsegaye Moreda, Sharlene Mollett (eds.)

London; New York: Routledge (2023), xxix, 482 pp.

"Global land and resource grabbing has become an increasingly prominent topic in academic circles, among development practitioners, human rights advocates, and in policy arenas. The Routledge Handbook of Global Land and Resource Grabbing sustains this intellectual momentum by advancing methodologica ... more

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Journalism Research That Matters

Valérie Bélair-Gagnon, Nikki Usher (eds.)

New York; Oxford: Oxford University Press (2021), 258 pp.

"Despite the looming crisis in journalism, scholarly research on the topic is often disconnected from the research that the news industry and journalists need and want, but do not have the time or expertise to do. This book provides valuable insights for journalists and scholars about news business ... more

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Visual Global Politics
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Roland Bleiker (ed.)

London; New York: Routledge (2018), xii, 398 pp.

"Images and visual artefacts shape international events and our understanding of them. Photographs, film and television influence how we view and approach phenomena as diverse as war, diplomacy, financial crises and election campaigns. Other visual fields, from art and cartoons to maps, monuments an ... more

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The Future of Learning and Technology in Deprived Contexts

Tim Unwin, Mark Weber, Meaghan Brugha, David Hollow

London: Save the Children (2017), 51 pp.

"This report has focused on predicting what basic education, the use of ICTs, and the ways that these technologies will contribute to education will look like by 2025, with a particular emphasis on the implication for those living in the most deprived locations. Three broad conclusions are appropria ... te. First, there is immense diversity, not only in education delivery but also in access to, and use of, ICTs. This will remain the case in 2025, and the resultant inequalities might well be very much worse than they are today. If current trends continue, then the use of technologies by the rich will be markedly different from the use of ICTs by the poor. The most deprived will continue not to have access to ICTs, will continue not to benefit from them, and will become relatively more disadvantaged. However, millions of slightly better off poor people will indeed be able to benefit from the potential that existing ICTs will be able to deliver over the next decade, especially in terms of access to educational content that may enable them to live more fulfilled lives. Second, for education systems to be improved, especially for the poorest and most marginalised children, there must be a fundamental rethinking of the vision for education in almost every country of the world. Educational change is slow, but some of those consulted for this report were optimistic, and thought that the pressure for change will soon become so high that governments will have to respond by instigating fundamental reforms. These, though, will be very expensive, and it still remains unclear how they will be funded and implemented. While the ICT sector is still likely to experience much rapid innovation, it is much more probable that the education sector will only evolve slowly. It is therefore also important that these technologies are used to enhance opportunities for learning everywhere, even where the education systems are slow to evolve. Third, there have indeed been many exciting and innovative uses of technology within education over the last two decades, and some of these are already being applied in contexts of both physical and socio-cultural deprivation. However, all too often those implementing ICTs initiatives in the education sector focus primarily on the technologies, rather than the education. If technology is indeed to be used to support learning, both in school and out of it, there needs to be a complete reversal of much current practice. The focus must be first on the education, and only then on the various technologies that can help deliver it." (Conclusions, page 20) more

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Interkulturelle Literatur in Deutschland: Ein Handbuch

Carmine Chiellino (ed.)

Stuttgart: Metzler (2000), x, 536 pp.

"Dieses Buch ist als abgeschlossene Bilanz der letzten fünf Jahrzehnte (1955–2000) der bundesrepublikanischen Literaturgeschichte zu verstehen. Die verschiedenen Beiträge zeigen, dass Einwanderung, Exil und Repatriierung sämtliche Bereiche im Leben der Republik auf unerwartete Weise geprägt, j ... more

Routledge Handbook of Global Land and Resource Grabbing

Journalism Research That Matters

Visual Global Politics Top Insights

The Future of Learning and Technology in Deprived Contexts

Interkulturelle Literatur in Deutschland: Ein Handbuch

Visual Global Politics
Top Insights