The Introduction defines the paradigm of anticolonial development, acquaints the reader with the scope of the book, and situates its main contributions in the literatures on education, decolonization, race, and development in Africa. It argues that a Black Atlantic perspective changes how we see decolonization and development in West Africa, by revealing schooling’s essential role in aspirations of African emancipation. The second part of the Introduction details the book’s unique methodological approach of comparison in global perspective. Such comparison allows for dialogue across two different colonial and postcolonial histories (Ghana/British empire and Côte d’Ivoire/French empire), in the process offering a regional history of the global spread of public schooling during the twentieth century.

This chapter introduces the book’s two major claims: that learning to read and write fiction was integral to literate education in the Roman world, and that Imperial prose fiction emerged in response to this pedagogy. Drawing on a wide range of literary, philosophical, and educational sources, it argues that the acquisition of “fiction competence” – the trained ability to identify, interpret, and evaluate fictional narratives – was central to the curriculum from early childhood through rhetorical education. It then proposes an “institutional theory of fiction” for classical antiquity, arguing that ancient fictionality be defined not by genre or authorial intent but by culturally embedded conventions taught through schooling. Tracing the roots of these conventions to Greek philosophical and sophistic traditions, the chapter reconstructs four pedagogical principles that structured how students learned to engage with fiction. These principles centered on deception (apate), enigmatic speech (ainigma), and evaluative criticism. The chapter demonstrates that educational texts and practices shaped ancient readers’ expectations of fiction and that literary fiction, in turn, reflected and contested its institutional training. Fiction in antiquity, the chapter contends, must be understood as a socially regulated practice, embedded in and shaped by systems of education.

This chapter examines Allen Ginsberg’s life-long relationship to education through an exploration of his formative years in both high school and at Columbia University in New York, his founding of the Jack Kerouac School at Naropa University in Boulder, Colorado, with Anne Waldman as well as his work teaching at Brooklyn College, and finally the legacy of his writing as it continues to be taught. Ginsberg always had a scholarly disposition, and thus it comes as little surprise that he was an award-winning student in high school. This success continued into his Columbia years, though his education expanded outside the classroom to include a “Beat” underworld that introduced him to illicit substances and clandestine texts. While he left the university to pursue poetry, he reentered it later in life to teach, with Buddhism being a key component of his pedagogy, especially at Naropa. While not everyone was a fan of Ginsberg’s pedagogy, most found his heartfelt attempt to share his own thoughts, feelings, and ideas on his own favorite poets in the classroom to have been enlightening. This chapter concludes with a discussion of the problems and potential Ginsberg still holds as his controversial work enters the classroom today.

Before his rehabilitation got under way in the late 1970s, had Emerson really been the object of “repression” by the American philosophical establishment? The validity of the historical claim put forward by Stanley Cavell has always seemed doubtful. In point of fact, Emerson turns out to have, from his day to ours, a largely unbroken chain of legitimate heirs among American philosophers. This chapter, which builds on previous scholarly efforts to correct and complete the record, notably by historians of pragmatism, continues the work of recovering the Emersonian legacy in American philosophy. The multiform nature of that legacy, which extends to pedagogical theory and classroom practice in American schools, raises important questions for historiographers as they deal with changes in cultural and institutional reception over time. Of particular importance is the question raised by Cavell’s own contribution to Emerson studies: what is philosophy’s relation to the broader literary culture?

The goal of this chapter is to provide the reader with broad guidance on the many points of intersection between child abuse, diagnostic imaging, the legal system and the radiologist.

The radiologist’s involvement begins before the report in setting up department protocols and supervising the acquisition of images. Communication of important and unexpected findings should occur before finalization of a report. The radiology report is a medicolegal document – the report should be correct, complete, conclusive, cogent and clean. Issues related to reporting are addressed in detail.

Radiologists have a duty to educate other members of the healthcare team and trainees about the diagnostic imaging of child abuse and its differential diagnoses.

Child abuse cases produce an uncomfortable intersection of medicine and the law for the involved radiologist. This chapter provides guidance on all aspects of preparation for possible court testimony. The importance of preparation cannot be understated. In court, the role of testifying radiologists is to provide reputable information and to educate the court.

Much has been written about Maltese and its transformation into a language in its own right, both through external contact with other languages and due to internal factors. Less has been said about the English of Malta. In spite of regular criticism from purists, Maltese English has started to be regarded as a variety, distinct from others. This chapter examines the complex plurilinguistic context within which the variety has emerged and continues to flourish. It demonstrates how the socio-political context provided perfect conditions for the establishment of English as the de facto second language of Malta. Extensive use of English in different domains has also contributed to shaping the local variety in distinct ways to reflect the needs of the community (or subsets thereof) it serves. The chapter also outlines some of the more salient characteristics of the variety, in terms of pronunciation, grammar and vocabulary, meaning and discourse.

This chapter argues that the relationship between the online world and the classroom remains a contentious issue. Popular culture, and the increasing use of social media by young people and children has seen many traditionalists lament how our culture has declined, and worry about how educationally corrupted our schools have become. Its absence has been used to suggest that our schools are out of touch with their primary constituency – children and young people. The keen-eyed among you might note that this chapter is full of false binaries... perhaps this tells us something about the nature of the topic. This is not a simple issue to address; even the notion of ‘culture’ itself is subject to considerable disagreement. This is not even a simple chapter to write; the references will likely be outdated by the time I finish writing this sentence. So read on with a little grace, and a little humor.

This chapter addresses one of the most important areas of philosophy – ethics – and uses it to examine aspects of the role of the law in education. Of all the areas of philosophy, more has probably been written about ethics, and over a longer period, than any other. In addition, all cultures are structured around a fundamental ethical system: the law. However, irrespective of their importance, both subjects are currently notable for their lowly status within the teacher education curriculum.

Scholars examining the characteristics of suicide bombers tend to note that poverty-related variables cannot explain participation (that suicide bombers come from more educated and wealthy circumstances). On the other hand, scholars and practitioners often note that poverty reduction is essential to combatting terrorism (and support for suicide terrorism seems correlated with higher poverty). Much of the empirical work suffers from an over-reliance on the Palestinian case, possible sample-selection bias, and conflating populations with recruits and absolute poverty/low education vs. relative poverty and relative deprivation. Consequently, scholars have concluded that adverse socio-economic conditions and suicide terrorism are unrelated or even inversely related. The demographic qualities of suicide bombers challenge the link between poverty, poor education and violence. While the inverse relationship continues to find broad empirical support, many studies focused on a single case (the Palestinians). Using original data from field research in Sri Lanka this chapter raises critical issues and provides some preliminary empirical support for a link between lower levels of education and support for suicide terrorism. An operative might have different characteristics than the general population from which he/she is drawn. Future research should seek to identify more precise causal mechanisms between socio-economic conditions and suicide terrorism and all forms of political violence, while policies aimed to redress these conditions should continue as constructive elements of broader counter-terrorism strategies.