From the Cold War through today, the U.S. has quietly assisted dozens of regimes around the world in suppressing civil unrest and securing the conditions for the smooth operation of capitalism. Casting a new light on American empire, Badges Without Borders shows, for the first time, that the very same people charged with global counterinsurgency also militarized American policing at home. In this groundbreaking exposé, Stuart Schrader shows how the United States projected imperial power overseas through police training and technical assistance—and how this effort reverberated to shape the policing of city streets at home. Examining diverse records, from recently declassified national security and intelligence materials to police textbooks and professional magazines, Schrader reveals how U.S. police leaders envisioned the beat to be as wide as the globe and worked to put everyday policing at the core of the Cold War project of counterinsurgency. A “smoking gun” book, Badges without Borders offers a new account of the War on Crime, “law and order” politics, and global counterinsurgency, revealing the connections between foreign and domestic racial control.

Minds Without Fear is an intellectual and cultural history of India during the period of British occupation. It demonstrates that this was a period of renaissance in India in which philosophy--both in the public sphere and in the Indian universities--played a central role in the emergence of a distinctively Indian modernity. This is also a history of Indian philosophy. It demonstrates how the development of a secular philosophical voice facilitated the construction of modern Indian society and the consolidation of the nationalist movement. Authors Nalini Bhushan and Jay Garfield explore the complex role of the English language in philosophical and nationalist discourse, demonstrating both the anxieties that surrounded English, and the processes that normalized it as an Indian vernacular and academic language. Garfield and Bhushan attend to both Hindu and Muslim philosophers, to public and academic intellectuals, to artists and art critics, and to national identity and nation-building. Also explored is the complex interactions between Indian and European thought during this period, including the role of missionary teachers and the influence of foreign universities in the evolution of Indian philosophy. This pattern of interaction, although often disparaged as "inauthentic" is continuous with the cosmopolitanism that has always characterized the intellectual life of India, and that the philosophy articulated during this period is a worthy continuation of the Indian philosophical tradition.

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) was established in 1945 with twin aims: to rebuild various institutions of the world destroyed by war, and to promote international understanding and peaceful cooperation among nations. Based on empirical and historical research and with a particular focus on history teaching, international understanding and peace, UNESCO Without Borders offers a new research trajectory for understanding the roles played by UNESCO and other international organizations, as well as the effects of globalization on education. With fifteen chapters by authors from cross-disciplinary and diverse geographical areas, this book assesses the global implications and results of UNESCO’s educational policies and practices. It explores how UNESCO-approved guidelines of textbook revisions and peace initiatives were implemented in member-states, illustrating the existence of both national confrontations with the new worldview promoted by UNESCO, as well as the constraints of international cooperation. This book provides an insightful analysis of UNESCO’s past challenges and also indicates promising future research directions in support of international understanding for peace and cooperation. As such, it will be of key interest to researchers, postgraduate students, academics in the fields of international and comparative education, education politics and policies, and to those interested in the historical study of international organizations and their global impact. The book will also appeal to practitioners, especially those who conduct research on or work in post-conflict societies.

Comparative Philosophy without Borders presents original scholarship by leading contemporary comparative philosophers, each addressing a philosophical issue that transcends the concerns of any one cultural tradition. By critically discussing and weaving together these contributions in terms of their philosophical presuppositions, this cutting-edge volume initiates a more sophisticated, albeit diverse, understanding of doing comparative philosophy. Within a broad conception of the alternative shapes that work in philosophy may take, this volume breaks three kinds of boundaries: between cultures, historical periods and sub-disciplines of philosophy such as metaphysics, epistemology, ethics, aesthetics, and political philosophy. As well as distinguishing three phases of the development of comparative philosophy up to the present day, the editors argue why the discipline now needs to enter a new phase. Putting to use philosophical thought and textual sources from Eurasia and Africa, contributors discuss modern psychological and cognitive science approaches to the nature of mind and topics as different as perception, poetry, justice, authority, and the very possibility of understanding other people. Comparative Philosophy without Borders demonstrates how drawing on philosophical resources from across cultural traditions can produce sound state-of-the-art progressive philosophy. Fusing the horizons of traditions opens up a space for creative conceptual thinking outside all sorts of boxes.

DIVEssays by a pioneering theorist of feminism, multiculturalism, and antiracism./div

This practical resource shows educators how to use the Internet to help students communicate electronically, reaching beyond the borders of traditional classroom walls. The authors—a lifelong professional developer and a dedicated facilitator of improved K–12 education through her work with graduate students in school leadership—provide the how-to for teaching essential foundation elements, including teamwork, Internet research, evaluation of information sources, cross-cultural communication, and thinking skills. Emphasizing practical tools and techniques, their model integrates the internet, common school software, and free online technology tools to create engaging projects that advance 21st-century skills.