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World Order in Late Antiquity
The East Romans of Byzantium and the Sasanian Persians competed as geopolitical rivals for over four centuries between 224 to 628 AD. Through a series of intractable conflicts these two great empires would develop a dual hierarchy that sought to divide the known world between them. Despite competing claims to universal rule, mutual spheres of interest arose as both empires sought to create rules, norms, and standard practices of diplomatic behaviour to regulate their inter-imperial rivalry. Defined by contemporaries as the 'Two Eyes' of the Earth, this suzerain order aimed to hierarchically organize those considered as 'barbarians'. This period of late antiquity is rarely considered within the discipline of International Relations (IR) but, through an English School approach, Blachford examines the diverse suzerain order of late antiquity as 'barbarous' nomadic tribes challenged the hierarchical ambitions of two rival empires who both claimed a unique role in the maintenance of world order.
The Liberal International Theory Tradition in Europe
This book examines how the liberal international theory tradition evolved in Europe. It includes nine chapters focusing on both historical and contemporary branches of liberal IR theorizing. The combined portrait of the prominent IR theory orientation shows a long and rich theoretical tradition but also a tradition that the scholarly community rarely fully recognize. It is currently somewhat challenged and therefore in need of further advances. Concerning the historical branches, the authors present a truly European tradition that thus was not only present in a few countries. The contributors introduce examples of liberal theorizing that IR scholars tend to dismiss and they trace the boundaries between the liberal and other theoretical traditions. Given the prominence of the tradition, the book is surprisingly among the first to present a transnational perspective on the development of the liberal international theory tradition in Europe.
Constructing National Identity in Canadian and Australian Classrooms
This book explores the evolution of Canadian and Australian national identities in the era of decolonization by evaluating educational policies in Ontario, Canada, and Victoria, Australia. Drawing on sources such as textbooks and curricula, the book argues that Britishness, a sense of imperial citizenship connecting white Anglo-Saxons across the British Empire, continued to be a crucial marker of national identity in both Australia and Canada until the late 1960s and early 1970s, when educators in Ontario and Victoria abandoned Britishness in favor of multiculturalism. Chapters explore how textbooks portrayed imperialism, the close relationship between religious education and Britishness, and efforts to end assimilationist Anglocentrism and promote equality in education. The book contributes to British World scholarship by demonstrating how decolonization precipitated a massive search for identity in Ontario and Victoria that continues to challenge educators and policy-makers today.
Strategic and Geopolitical Issues in the Contemporary World
The world is experiencing a watershed phase in the second decade of the 21st century, marked by a geopolitical and economic power shift from the West to Euro-Asian powers. The present period exposes various geopolitical and geostrategic challenges, which prove more difficult to tackle than those in the 20th century. These challenges take the form of political confrontation, internal and internationally-political armed conflicts, conflict over raw-material resources in civil war torn countries across Sub-Saharan Africa, Latin America, the Middle East, and also in newly explored strategic regions like the Arctic. The world’s rapidly-expanding population is facing cyclical fluctuations of foo...
Developing Portfolios for Learning and Assessment
The portfolio is a collection of work recording an individual's achievements over an extended period of time. They can be used at all stages of education and professional development and in a variety of ways, to show mastery of subject knowledge, for example, or to help the students develop reflective practice, assess their own
Building Blocks
In this document, we are suggesting that the specialist subject-centered curriculum needs to be balanced by an approach that gives priority to every child learning the fundamental strategies of thinking and problem-solving. We believe this necessitates an explicit thrust as a core area of the educational development of every child through the methodologies and techniques we have defined as an interdisciplinary approach. The interdisciplinary nature of thinking is recognized by the inventor as well as the designer as a frame of mind. For schools to develop this frame of mind in students requires a truly interdisciplinary approach to learning that complements the traditional subject-based intr...
Routledge Handbook of Critical Ocean Studies
This handbook provides a path-breaking overview of the rapidly developing field of critical ocean studies. It is the first cross-disciplinary and in-depth account of critical ocean studies. While the academic application of critical analysis to ocean, coastal, and island studies has been expanding in recent decades, studies are fragmented across disciplines and publishing venues. This handbook brings together perspectives from the humanities, social sciences, arts, and other ways of knowing to identify key insights from the diverse and dynamic field of critical ocean studies. Organized into three sections covering themes of concepts, criticisms and agency, it examines ways in which researche...
