A Political Economy of Dictatorship and Violence in Muslim Societies
"Why do many Muslim-majority societies exhibit dictatorship and violence? It is not due to Islam nor aspects of Muslim culture. Rather, this book argues the institutional legacy of the Muslim conquests and variation in nontax government revenues (rents) explain patterns of dictatorship and violence in many Muslim societies today"--
A Political Economy of Dictatorship and Violence in Muslim Societies
"Why do many Muslim-majority societies exhibit dictatorship and violence? It is not due to Islam nor aspects of Muslim culture. Rather, this book argues the institutional legacy of the Muslim conquests and variation in nontax government revenues (rents) explain patterns of dictatorship and violence in many Muslim societies today"--
Conquests and Rents introduces a novel theoretical argument, with corroborative qualitative and statistical analysis, to examine the interplay of the historical legacy of institutions from the premodern period and contemporary rent streams ...
How do modern Muslims adapt their traditions to engage with today's world? Charles Tripp's erudite and incisive book considers one of the most significant challenges faced by Muslims over the last sixty years: the challenge of capitalism. By reference to the works of noted Muslim scholars, the author shows how, faced by this challenge, these intellectuals devised a range of strategies which have enabled Muslims to remain true to their faith, whilst engaging effectively with a world not of their own making. The work is framed around the development of their ideas on Islamic socialism, economics and the rationale for Islamic banking. While some Muslims have resorted to confrontation or insularity to cope with the challenges of modernity, most have aspired to innovation and ingenuity in the search for compromise and interaction with global capitalism in the twenty-first century.
By reference to the works of noted Muslim scholars, the author shows how, faced by this challenge, these intellectuals devised a range of strategies which have enabled Muslims to remain true to their faith, whilst engaging effectively with ...
This book introduces a new field of educational research called teacher learning, as it applies to the teaching of languages. Up until recently, the study of second language teacher education has focused mainly on the knowledge base and specific skills needed for effective teaching. This book invites us to look at teacher education from a fresh point of view, through an exploration of the thinking and learning processes of individuals as they learn to teach. Seventeen original articles, based on studies done in North America, Europe, Asia, and Australia, provide examples of pioneering research into the ways that individuals learn to teach languages, and the roles that previous experience, social context, and professional training play in the process. The collection thus helps establish a research base for this newly developing field.
The collection thus helps establish a research base for this newly developing field. This book introduces a field of educational research called 'teacher learning' as it applied to the teaching of second language.
A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education. The need for greater coherence between the different aspects of teacher education has long been recognised. The 'universitization' of initial teacher education is sometimes perceived as widening the gap between theory and practice. In many countries there is no firm alignment between initial teacher education, induction and continuing professional development. Teacher education drivers are related to national systems and represent conflicting forces on teacher education institutions. Neoliberal policy initiatives have resulted in greater fragmentation. This book considers these issues in an international context and aims to identify directions for future research in relation to teacher education policy and practice.
The function of this induction process is to help beginning teachers construct their professional identity and develop professional practices suited to the realities of school and integrated into their conceptions of good teaching.
