At a time when the Mediterranean has rediscovered its own vitality, seven academics from the fields of education and literature look at how fictions set in the region narrate the role of the teacher from the point of view of the students and from that of the teachers themselves. While an increasingly technocratic approach to the performance of teachers focuses on competences, these often highly subjective narratives tell stories of practitioners who refuse to fit into the mould imposed on them by patriarchy or the educational institutions. The writers dealt with in this volume are aware that teachers cannot be solely defined in terms of what they are expected to do within schools and classrooms. This reductively conceives them as simply needing the skills to teach without having the ability to contextualise their teaching within wider historical, social and cultural realities. With its migration flows and intricate web of social and cultural politics, the Mediterranean of the 21st century is an ideal space for reflections on the role of the teacher in an ever-changing society.

This book invites readers to think of Mediterranean cultures as interconnected worlds, seen in light of how they evolve, disappear, are reborn and perpetually transform. This perspective intends to build bridges between the Northern and Southern coasts of the sea in order to broaden and deepen our understanding of current evolutions in Mediterranean worlds, at the cultural, literary, artistic and geopolitical levels. As Paul Valéry suggested, we can consider this plural space from the perspective of the intense cultural, economic and human exchanges which have always characterized the Mare Nostrum. We can also consider Mediterranean worlds within an open enactive process, deeply exploring their evolution between nature and culture, examining the natural environment and the transforming relationships between humans and non-humans. The writers and researchers in Re-storying Mediterranean Worlds call for a dialog between the two coasts in order to connect what has been broken. In this volume, they highlight an intercultural and creolized conscience, traversing the Mediterranean worlds – including Italian, French and Tunisian cultures, but also migrations from, to and within the region – and transcending any idea of communitarian withdrawal. These essays express the urgent need to shift from an understanding of migration as suffering to the notion that mobility is an unalienable right, building foundations for a new idea of global citizenship.

Time-traveller Chloe Kingsley wakes up in the Mediterranean, dressed in 1990s party clothes. Mistaken for a mermaid goddess, Chloe soon realises she is in biblical Canaan. She and Cheftu are reunited, only to become vassals to David, the Israelite king.

Highlighting themes, issues, and trends that define initial teacher education in the Mediterranean, 14 presentations from a June 2000 seminar of the same title are presented by Sultana (education, U. of Malta). Each chapter explores teacher education in a separate country of the region, with some the contributions looking at the broad aspects of teacher education while others explore training for specific teacher roles such as physics instruction or the like. Studies focus Albania, Cyprus, Greece, Israel, Jordan, Lebanon, Malta, Palestine, Slovenia, Spain, Tunisia, and Turkey. Annotation copyrighted by Book News, Inc., Portland, OR.

This edited volume seeks ways to present a unifying picture of TESOL policies and practices from different contexts in the broader Mediterranean basin and beyond. The main topics are: English language education; English language teacher education and recruitment policy; English language testing policies and practices in different contexts.

This anthology interrogates two salient concepts in studying the black experience. Ushered in with the age of New World encounters, modernity emerged as brutal and complex, from its very definition to its manifestations. Equally challenging is blackness, which is forever dangling between the range of uplifting articulations and insidious degradation. The essays in Western Fictions address the conflicting confluences of these two terms. Questioning Eurocentric and mainstream American interpretations, they reveal the diverse meanings of modernities and blackness from a wide range of milieus of the black experience. Interdisciplinary and wide-ranging in thematic and epochal scope, they use theoretical and empirical studies of a range of subjects to demonstrate that, indeed, blackness is relevant for understanding modernities and vice versa.