The main objective of this volume is to provide information and guidance on EIA and SEA good practice with particular application to developing countries and countries in transition to market economies. It is intended to support local practitioners in the design and implementation of appropriate country specific EIA and SEA arrangements and in addressing emerging demands for a more integrated approach to decision-making in support of sustainable development.
The main objective of this volume is to provide information and guidance on EIA and SEA good practice with particular application to developing countries and countries in transition to market economies. It is intended to support local practitioners in the design and implementation of appropriate country specific EIA and SEA arrangements and in addressing emerging demands for a more integrated approach to decision-making in support of sustainable development.
“A much-needed volume and a must read” for educators addressing a challenging topic in a challenging time (Choice). How can teachers introduce the subject of Islam when daily headlines and social-media disinformation can prejudice students’ perception of the subject? Should Islam be taught differently in secular universities than in colleges with a clear faith-based mission? What are strategies for discussing Islam and violence without perpetuating stereotypes? The contributors of Teaching Islamic Studies in the Age of ISIS, Islamophobia, and the Internet address these challenges head-on and consider approaches to Islamic studies pedagogy, Islamophobia, and violence, and suggestions for how to structure courses. These approaches acknowledge the particular challenges faced when teaching a topic that students might initially fear or distrust. Speaking from their own experience, they include examples of collaborative teaching models, reading and media suggestions, and ideas for group assignments that encourage deeper engagement and broader thinking. The contributors also share personal struggles when confronted with students (including Muslim students) and parents who suspected the courses might have ulterior motives. In an age of stereotypes and misrepresentations of Islam, this book offers a range of means by which teachers can encourage students to thoughtfully engage with the topic of Islam. “Abundant and useful references…Highly recommended.”—Choice
What does justice mean in times of transition? What kinds of possibilities and dissapointments emerge from processes of seeking justice through transition? How might we understand these processes through narrative? In August 2015, a group of Global South human rights activists and researchers gathered in Colombia for a workshop organized around the theme of transitional justice. This book, the third in a series, is the result of the discussions performed in that encounter. The chapters in this volume illustrate many complexities of transitional justice processes from the perspective of young human rights advocates involved in these struggles, many with their own complicated personal connections to the search for justice. These advocates hail from countries that have divergent relationships with the notion of transitional justice, from places deeply embedded in its norms and processes, such as Argentina and Colombia, to countries undergoing various kinds of transitions on very different terms, such as Turkey and Mexico. All of the chapters, however, write the messiness of seeking justice through transitions, spanning from the personal and intimate to the national and global. Together, these chapters beautifully illustrate both the pain and the political possibilities that come from the inability to leave history in the past, as well as the creativity of individual and collective efforts to seek justice through transitions. They also demonstrate the beauty of speaking, working, and writing justice from the hear.
A sociologist examines the history of Egypt from the pharaohs to the present, shedding light on its cultural deterioration and the dilemmas it faces today. The story of Egypt’s long history is one of gradual descent from a wealthy, organized, sophisticated society to its contemporary milieu of corruption and poverty. For more than four thousand years, it earned the moniker om el donya, mother of the world. But when Cleopatra died, the independent rule of the pharaohs died with her. This seismic event not only transferred power to Rome, but also shattered the foundations of Egyptian society. For the following two millennia, a succession of foreign occupations and despotic rulers undermined Egypt’s national identity. They exported her wealth, imported a new language and culture, and spawned social values that are inimical to the very notion of modernity. Understanding these developments provides one possible route to getting a handle on the social and cultural situation in Egypt today.
Foundations of Islāmic Psychology: From Classical Scholars to Contemporary Thinkers examines the history of Islāmic psychology from the Islāmic Golden age through the early 21st century, giving a thorough look into Islāmic psychology’s origins, Islāmic philosophy and theology, and key developments in Islāmic psychology. In tracing psychology from its origins in early civilisations, ancient philosophy, and religions to the modern discipline of psychology, this book integrates overarching psychological principles and ideas that have shaped the global history of Islāmic psychology. It examines the legacy of psychology from an Islāmic perspective, looking at the contributions of early Islāmic classical scholars and contemporary psychologists, and to introduce how the history of Islāmic philosophy and sciences has contributed to the development of classical and modern Islāmic psychology from its founding to the present. With each chapter covering a key thinker or moment, and also covering the globalisation of psychology, the Islāmisation of knowledge, and the decolonisation of psychology, the work critically evaluates the effects of the globalisation of psychology and its lasting impact on indigenous culture. This book aims to engage and inspire students taking undergraduate and graduate courses on Islāmic psychology, to recognise the power of history in the academic studies of Islāmic psychology, to connect history to the present and the future, and to think critically. It is also ideal reading for researchers and those undertaking continuing professional development in Islāmic psychology, psychotherapy, and counselling.
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