This volume presents the first comparative analysis of racial attitudes in the formal schooling of both Britain and its former dominions and colonies. The various contributions examine the issue right across the British imperial experience – with case studies ranging from Canada, Ireland, East and South Africa, through the Indian subcontinent to Australia and New Zealand. Racial indoctrination is considered from the perspective of both colonizer and colonized. The central theme throughout is that a racial hierarchy was taught through both curriculum and text in schools throughout the former British Empire.

This is the first major history of Imperial College London. The book tells the story of a new type of institution that came into being in 1907 with the federation of three older colleges. Imperial College was founded by the state for advanced university-level training in science and technology, and for the promotion of research in support of industry throughout the British Empire. True to its name the college built a wide number of Imperial links and was an outward looking institution from the start. Today, in the post-colonial world, it retains its outward-looking stance, both in its many international research connections, and with staff and students from around the world. Connections to industry and the state remain important. The College is one of BritainOCOs premier research and teaching institutions, including now medicine alongside science and engineering. This book is an in-depth study of Imperial College; it covers both governance and academic activity within the larger context of political, economic and socio-cultural life in twentieth-century Britain."

"The barbarian rules by force; the cultivated conqueror teaches." This maxim form the age of empire hints at the usually hidden connections between education and conquest. In Learning to Divide the World, John Willinsky brings these correlations to light, offering a balanced, humane, and beautifully written account of the ways that imperialism's educational legacy continues to separate us into black and white, east and west, primitive and civilized.

'The test cases are particularly variable, including pertinent management tips in the answers. The book also contains a set of useful self-assessment questions. Being pedantic, this could now benefit from an increase in the proportion of 'Single Best Answer Questions', now ubiquitous in undergraduate assessment. This will continue to be on my local recommended reading list, particularly for those students wanting a thorough understanding of Haematology, from the laboratory through to basic management. It would also be a good text for those starting a career in Haematology, such as Physician Associates and doctors early in their training.'British Journal of HaematologyThis second edition of Haematology: A Core Curriculum is written by a haematologist with more than forty-five years of experience in teaching haematology to medical students and whose pedagogical and writing skills are widely admired within the field.The textbook takes a useful, practical approach, incorporating self-evaluation questions and learning objectives that give students the information needed to understand the topic and clear indications of the core knowledge required to progress within the field of haematology. Themes covered include clinical haematology and the scientific basis of the discipline and the causes and pathogenesis of haematological disorders as well as how conditions are diagnosed and treated.Haematology closely follows the Imperial College London curriculum but medical students, trainee nurses and biomedical science students from other institutions will find the textbook equally suitable, since it includes the core student haematology curriculum as recommended by the Royal College of Pathologists.

This book explores the impact of the United Nations Declaration on the Rights of Indigenous Peoples in Japan and Australia, where it has heralded change in the rights of Indigenous Peoples to have their histories, cultures, and lifeways taught in culturally appropriate and respectful ways in mainstream education systems. The book examines the impact of imposed education on Indigenous Peoples’ pre-existing education values and systems, considers emergent approaches towards Indigenous education in the post-imperial context of migration, and critiques certain professional development, assessment, pedagogical approaches and curriculum developments. This book will be of great interest to researchers and lecturers of education specialising in Indigenous Education, as well as postgraduate students of education and teachers specialising in Indigenous Education.

"Education for Empire examines how American public schools created and placed children on multiple and uneven paths to "good citizenship." These paths offered varying kinds of subordination and degrees of exclusion closely tied to race, national origin, and US imperial ambitions. Public school administrators, teachers, and textbook authors grappled with how to promote and share in the potential benefits of commercial and territorial expansion, and in both territories and states, how to apply colonial forms of governance to the young populations they professed to prepare for varying future citizenships. The book brings together subjects in American history usually treated separately--in particular the formation and expansion of public schools and empire building both at home and abroad. Temporally framed by the 1882 Chinese Exclusion and 1924 National Origins Acts, two pivotal immigration laws deeply entangled in and telling of US quests for empire, case studies in California, Hawaii, Georgia, New York, the Southwest, and Puerto Rico reveal that marginalized people contested, resisted, and blazed alternative paths to citizenship, in effect destabilizing the boundaries that white nationalists, including many public school officials, in the United States and other self-described "white men's countries" worked so hard to create and maintain"--Provided by publisher.