It's time to tell the story of the Empire from the perspectives of peoples who were colonised. Understand the nuances of the British Empire in different periods and places as you examine this complex, controversial history with respect and rigour. b” Explore differing experiences around the world. b” Look at the Empire like a real historian. b” Diversify your KS3 curriculum. /bDesigned to be used flexibly, the book contains short enquiries that can be slotted into iany /ischemes of work that you follow. Structured into three key periods, it empowers you to teach the Empire in a way that suits you and your pupils, whether that's chronologically, geographically or thematically.brbrb” Benefit from the insight of 11 authors. /bOur diverse author team comes from across the UK, bringing a richness of perspectives and lived experiences to the narrative. Together, they have a shared commitment to changing and improving what pupils learn about the Empire.brbrb” Trust the academic seal of approval. /bThe authors have worked with 25 historians from the very start of the project, who have reviewed the content to ensure that the historiography is accurate and up to date.brbr---brbrA NEW FOCUS ON...brbbrThe textbooks that belong in your classroom.brThe people and stories that belong in your curriculum./bbrbrLook at topics through a different lens, see the past from many perspectives and question traditional narratives.
The Zina Ordinance is part of the Hadood Ordinances that were promulgated in 1979 by the military dictator General Zia-ul-Haq, a self-proclaimed president of Pakistan. Since then, tens of thousands of Pakistani women have been charged and incarcerated under the ordinance, which governs illicit sex. Although most of these women are subsequently released for lack of evidence, they spend months or years in jail before trial. To date, these laws still remain in effect, despite international calls for their repeal. Over a five-year-period, Shahnaz Khan interviewed women incarcerated under the zina laws in Pakistan. She argues that the zina laws help situate morality within the individual, thus de-emphasizing the prevalence of societal injustice. She also examines the production and reception of knowledge in the west about women in the third world, identifying a productive tension between living in the west and doing research in the third world. She concludes that transnational feminist solidarity can help women identify the linkages between the local and global and challenge oppressive practices internationally. This analysis will appeal to scholars and students of gender, law, human rights, and Islamic/Middle Eastern studies.
Habib [is a] ruthlessly honest and funny observer.' New York Times 'Should be required reading.' Los Angeles Times Truly unique and illuminating, Airplane Mode asks: What does it mean to be a joyous traveller when we live in the ruins of colonialism? The conditions of travel have long been dictated by the colours of passports and the colour of skin. For Shahnaz Habib, travel and travel writing have always been complicated pleasures. Habib threads the history of travel with her personal story as a child on family vacations in India, an adult curious to experience our world and its margins guidebook-free, and an immigrant for whom round trips are an annual fact of life. 'Habib is also brilliant at evoking the quieter pleasures of travel ... this "need to see for oneself what the world was like".' Financial Times 'A memorable and unique travelogue that explores what it means to explore the world through the lens of colonialism, capitalism, and climate change.' Debutiful ]]>
It's time to tell the story of the Empire from the perspectives of peoples who were colonised. Understand the nuances of the British Empire in different periods and places as you examine this complex, controversial history with respect and rigour. b” Explore differing experiences around the world. b” Look at the Empire like a real historian. b” Diversify your KS3 curriculum. /bDesigned to be used flexibly, the book contains short enquiries that can be slotted into iany /ischemes of work that you follow. Structured into three key periods, it empowers you to teach the Empire in a way that suits you and your pupils, whether that's chronologically, geographically or thematically.brbrb” Benefit from the insight of 11 authors. /bOur diverse author team comes from across the UK, bringing a richness of perspectives and lived experiences to the narrative. Together, they have a shared commitment to changing and improving what pupils learn about the Empire.brbrb” Trust the academic seal of approval. /bThe authors have worked with 25 historians from the very start of the project, who have reviewed the content to ensure that the historiography is accurate and up to date.brbr---brbrA NEW FOCUS ON...brbbrThe textbooks that belong in your classroom.brThe people and stories that belong in your curriculum./bbrbrLook at topics through a different lens, see the past from many perspectives and question traditional narratives.
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