How can Canadian educators begin to instill cultural sensitivity and social awareness in elementary and secondary school students? This vital text attempts to answer that question by bringing together literacy scholars and practicing teachers in a unique cross-Canadian exploration of children’s literature and social justice. Through reflection on the experience of teaching with various Canadian texts including picture books, novels, and graphic novels, the contributors behind Challenging Stories create a “pedagogy of discomfort” that will encourage both educators and their students to develop critical literacy skills. The compelling contributions to this collection highlight the complexities of teaching with texts that address issues of discrimination, historical marginalization, colonialism, racial and gender intolerance, sexual orientation, language, and cultural diversity. The authors offer first-hand insight into the possibilities and challenges of implementing curricular and pedagogical changes to promote equity and social justice in the classroom. Featuring the stories of participating teachers and an annotated bibliography of children’s literature, this invaluable resource will prove to be essential reading for current and future educators.

From World War I to Operation Desert Storm, American policymakers have repeatedly invoked the "lessons of history" as they contemplated taking their nation to war. Do these historical analogies actually shape policy, or are they primarily tools of political justification? Yuen Foong Khong argues that leaders use analogies not merely to justify policies but also to perform specific cognitive and information-processing tasks essential to political decision-making. Khong identifies what these tasks are and shows how they can be used to explain the U.S. decision to intervene in Vietnam. Relying on interviews with senior officials and on recently declassified documents, the author demonstrates with a precision not attained by previous studies that the three most important analogies of the Vietnam era--Korea, Munich, and Dien Bien Phu--can account for America's Vietnam choices. A special contribution is the author's use of cognitive social psychology to support his argument about how humans analogize and to explain why policymakers often use analogies poorly.

Lead Reviewer: Dr. Daniel Coetzee, Independent Scholar, London, UK Review Board: Jeremy Black, University of Exeter, UK Dr. Frances F. Berdan, Professor of Anthropology, California State University, San Bernardino David A. Graff, Associate Professor, Department of History, Kansas State University Dr. Kevin Jones, University College London Dr. John Laband, Wilfrid Laurier University, Waterloo, Ontario, Canada Dr. Carter Malkasian, Center for Naval Analysis Mr. Toby McLeod, Lecturer in Modern History, University of Birmingham, UK Dr. Tim Moreman, Independent Scholar, London, UK Professor Bill Nasson, Department of Historical Studies, University of Cape Town, South Africa Dr. David Nicolle, Honourary Research Fellow, Nottingham University, UK Dr. Kaushik Roy, Lecturer, Department of History, Presidency College, Kolkata, India Dennis Showalter, Professor of History, Colorado College Dr. Stephen Turnbull, Lecturer in Japanese Religious Studies, Department of Theology and Religious Studies, Leeds University, UK Professor Michael Whitby, Professor of Classics and Ancient History, University of Warwick, UK Over 8,500 battles and sieges are covered-easily the most exhaustive reference source on this basic aspect of military history. Thoroughly vetted by an expert board of period and regional experts, this dictionary offers easy to find A-Z entries that cover conflicts from practically every era and place of human history. In addition to exhaustive coverage of World War II, World War I, the American Civil War, medieval wars, and conflicts during the classical era, this dictionary covers battles fought in pre-modern Africa, the Middle East, Ancient and Medieval India, China, and Japan, and early meso-American warfare as well. Going well beyond the typical greatest or most influential battle format, The Dictionary of Battles and Sieges offers readers information they would be hard-pressed to find anywhere else. Entries were reviewed by area and period experts to ensure accuracy and to provide the broadest coverage possible. Jaques's Dictionary is truly global in scope, covering East Asia, South Asia, Eurasia, Europe, Africa, Mesoamerica, and North and South America. Battles from wars great and small are in the dictionary, including battles from this very brief sampling of wars covered, listed to give an idea of the book's deep coverage: Egyptian-Syrian Wars (1468 BC); the Assyrian Wars (724 - 648 BC); Greco-Persian Wars (498 - 450 BC); the Conquests of Alexander the Great (335-326 BC); Rome's Gallic Wars (121-52 BC); Han Imperial Wars (208); Hun-Ostrogoth Wars (454-68); Sino-Vietnamese Wars (547-605); Mecca-Medina War (624-30); Jinshin War (672); Berber Rebellion (740-61); Viking Raids on, and in, Britain (793-954); Sino-Annamese War (938); Byzantine Military Rebellions (978-89); Afghan Wars of Succession (998-1041); Russian Dynastic Wars (1016-94); Reconquista (1063-1492); Crusader-Muslim Wars (1100- 1179); Swedish Wars of Succession (1160-1210); Conquests of Genghis Khan (1202-27); William Wallace Revolt (1297-1304); Hundred Years War (1337-1453); War of Chioggia (1378-80); Vijayanagar-Bahmani Wars (1367-1406); Ottoman Civil Wars (1413-81); Mongol-Uzbek Wars (1497-1512); German Knights' War (1523); Burmese-Laotian Wars (1574); Cambodian-Spanish War (1599); King Philip's War (1675-77); Franco-Barbary Wars (1728); Bengal War (1763-65); French Revolutionary Wars (1792-1801); Chilean War of Independence (1813-26); Boer-Zulu War (1838); Indian Mutiny (1858-59); Mexican-French War (1862-67); Sino-Japanese War (1894-95); World War I (1914-18); Anhwei-Chihli War (1920); World War II (1939-45) Mau Mau Revolt (1955); 2nd Indo-Pakistani War (1965); Angolan War (1987-88); 2nd Gulf War (2003- ).

In this book, the authors expose the neo-imperialist overtones of contemporary children's fiction about Africa. Examining the portrayal of African social customs, religious philosophies, and political structures in fiction for young people, Maddy and MacCann reveal the Western biases that often infuse stories by well-known Western authors.

Traces the proliferation of child-soldier use throughout the world as well as international efforts to end the practice.

This book explores how African youth are depicted in contemporary literature and popular culture, and discusses the different ways by which they attempt to construct personal and cultural identities through popular culture and social media outlets. The contributors approach the subject from an interdisciplinary perspective, looking at images in children’s and adolescent literature from Africa, and the African diaspora, from Nollywood and Hollywood movies, from popular magazines, and from youth cultures encountered directly through field experiences. The findings reveal that there are many stereotypes about Africa, African youth and black cultures, and that African youth are aware of these. Since they juggle multiple identities shaped by their ethnicities, race and religion, it is often a challenge for them to define themselves. As they also share a global youth culture that transcends these cultural markers, some take advantage of media outlets to voice their concerns and participate in political struggles. Others simply use these to promote their personal interests. Contributors ponder the challenges involved in constructing unique identities, offering ideas on how African youth are doing so successfully or not in different parts of the continent and the African diaspora, and thus offer new possibilities for youth studies.

This is the fourth volume sponsored by the United States Board on Books for Young People, following Children's Books from Other Countries (1998), The World Through Children's Books (2002), and Crossing Boundaries (2006). This latest volume, edited by Linda M. Pavonetti, includes books published between 2005 and 2009. This annotated bibliography, organized geographically by world region and country, with descriptions of nearly 700 books representing more than 70 countries, is a valuableresource for librarians, teachers, and anyone else seeking to promote international understanding through children's literature. Like its predecessors, it will be an important tool for providing stories that will help children understand our differences while simultaneously demonstrating our common humanity.