March 2003
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August 2018Kings of Chaos (2). Fit wie ein Faultier
by Leonhardt, Jakob M.
Direktor Kakadu hat Abdi nach seinem letzten Coup angedroht, ihn von der Schule zu schmeißen. Seitdem ist Abdi mit seiner Ghetto-Gang zahm wie eine Schafherde und mir ist laaaangweilig. Keine Streiche, keine Chaos-Aktionen, keine genialen Coups. Määhhhh! So geht das wirklich nicht weiter! Dabei hat Abdi letztens noch getönt, dass er jetzt unter die Freerunner gegangen ist und niemand ihn im Parkour schlagen kann. Vielleicht sollte ich ihn ein bisschen herausfordern? Bei so einer Kletter-Challenge geht es dann mal richtig hoch hinaus!
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Trusted Partner
April 2019
Kings of Chaos / Kings of Chaos (3). Bleib locker, Stinktier!
by Leonhardt, Jakob M.
Yeah! Klassenfahrt! Wir sind für eine Woche auf dieser spukigen Burg irgendwo mitten im Wald. Weit weg von Direktor Kakadu und unseren Eltern. Wann könnten Abdi und ich unseren Battle besser zu Ende bringen, wenn nicht jetzt!? Abdi ist allerdings echt genial, das muss ich zugeben! Er ist mir immer einen Schritt voraus. Wie macht er das nur? Oder steckt vielleicht noch jemand ganz anderes hinter den Streichen?
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Trusted Partner
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Trusted Partner
Technology, Engineering & AgricultureJuly 2019Bunch and Oil Analysis of Oil Palm
A Manual
by Pujo Widodo, Fazrin Nur, Evi Nafisah, Brian P Forster, Hasrul Abdi Hasibuan, Brian P Forster, Peter D. S. Caligari
This is a hands-on, practical guide to describe physical bunch and oil analysis of oil palm bunches. Bunch and oil analysis laboratories are set up at oil mills to assess production, yield potential of plantations and oil extraction rates relative to targets. The higher the oil yields the planting material produces, the less land that is needed to achieve a specific level of production, hence helping in the sustainability of the crop.
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EducationDecolonizing Philosophies of Education
by Abdi, Ali A.
Philosophy of education basically deals with learning issues that attempt to explain or answer what we describe as the major questions of its domains, i.e., what education is needed, why such education, and how would societies undertake and achieve such learning possibilities. In different temporal and spatial intersections of people’s lives, the design as well as the outcome of such learning program were almost entirely indigenously produced, but later, they became perforce responsive to externally imposed demands where, as far as the history and the actualities of colonized populations were concerned, a cluster of de-philosophizing and de-epistemologizing educational systems were imposed upon them. Such realities of colonial education were not conducive to inclusive social well-being, hence the need to ascertain and analyze new possibilities of decolonizing philosophies of education, which this edited volume selectively aims to achieve. The book should serve as a necessary entry point for a possible re-routing of contemporary learning systems that are mostly of de-culturing and de-historicizing genre. With that in mind, the recommendations contained in the 12 chapters should herald the potential of decolonizing philosophies of education as liberating learning and livelihood praxes. “This collection of critical and scholarly analyses provides an insightful and timely resource for decolonizing philosophies of education that continue to shape discourses, policies, curricula and practices in all levels of educational and social institutions. It also usefully challenges versions of postcolonial studies that fail to recognize and demystify the continuity of colonial hegemony in contemporary societal formations in both the global north and south.” – Toh Swee-Hin, Distinguished Professor, University for Peace, Costa Rica & Laureate, UNESCO Prize for Peace Education (2000) “Decolonizing philosophies of education edited by Ali A. Abdi is a collection of twelve essays by noted scholars in the field who provide strong readings of postcolonialism in education with an emphasis on decolonizing epistemologies. It provides a clear and comprehensive introduction to the critical history of colonization, postcolonial studies and the significance of education to the colonial project. This is an important book that provides a global perspective on the existential and epistemological escape from the colonial condition.” – Michael A. Peters, Professor, Educational Policy Studies, University of Illinois at Urbana-Champaign
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FictionSnail Day
by Zahra Abdi
The story is created by two narrators. The two women who have been living next door to each other, commence a bitter and end-less story in which each stand on both sides of the story. Afsoun, in the middle of the 80s, is “the girl next door" whom Khorso is in love with. In hesitation of letting himself to lose his heart to Afsoun, or leaving to go to the battlefield, he chooses the harder. He is missing after 11 days of being sent to the front-end. The other side of the narration is left to Shirin, Khosro’s sister. Afsoun describes the sudden absence of Khosro, and Shirin, who observed the formation of a half-done love story, recounts this painful loss from her own perspective. The novel is not limited to the 80s and reflects Tehran today, and except for limited situations, it doesn’t travel to the past. The whole story is not grounded on an "absence". Khosro is absent, and this absence has brought about two new women from his beloved sister and his love. Women who, while maintaining their vulnerabilities and their pains, still thrive to answer their unanswered questions. Although SNAIL DAY is caused by the absence of Khosro, it is not the story of Khosro. The third important woman in the story is Khosro’s mother. She aims to takes Shirin’s life under her control, similar to what she had been doing to Khosro’s life. She represents the dominant social behavior; she intrudes into the most personal matters of her children, and tires to oversee those matters. She represents the dominant ideology of the society (today and in the past). She has such a long and dominant presence whereby Shirin is obliged to shelter, not only in a fictitious love but in an imaginary life on the internet, out of sight of the ruling power. Shirin, through the internet, is in a relationship with a young man, a randomly taped movie salesclerk, who sees her, in the real world, only every couple of days. As the wall between Afsoun and Khosro in the 80s, there is now an iron curtain between the two souls which works similarly. The tick wall in the past, the present love in an unreal world, a mother who restlessly aims to control her grown-up children are all the fundamental metaphors of the story. The story also hints at a psychological melodrama. We can not believe that the absence of Khosro, if caused by any other reason, would have had a similar effect on Afsoun and Shirin. Hence, SNAIL DAY doesn’t ignore the source of the psychological effect on the two main narrators; even though the story doesn’t spend even half of the focus on the reason of the “absence”, but still doesn’t ignore it. SNAIL DAY is and isn’t the narration of a passionate love story. This state of suspense is accompanied by the uncertainty of the two main characters of the story. SNAIL DAY has certain questions – similar to those of Afsoun, Shirin, and Kosro – that it hasn’t found an answer to.
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EducationDecolonizing Democratic Education
Trans-disciplinary Dialogues
by Abdi, Ali A.
The essays in this edited collection open up a hopeful dialogue about the existing state of democratic education and the ways in which it could be re-imagined as an inclusive, democratized space of possibility and engagement. Proceeding from a critique that questions the dominance of Western liberal understandings of democratic education as a series of rational, culturally neutral acts undertaken by individuals who conceive of democracy and ‘the common good’ in universalist and fundamentally exclusionary terms, the contributors give voice to those whose ideas, histories, cultures and current understanding of the world is not highlighted in the dominant relationships of schooling. From a variety of theoretical and pragmatic approaches, the chapters in this collection engage the dialectics of history, power, colonization and decolonization, identity, memory, citizenship, Aboriginal rights, development and globalization, all in the context of providing a critique of educational systems, relations, structures and curricula that seem badly in need of reform. While the contributors who have diverse scholarly interests are not in a direct dialogue with one another, their different foci should, nevertheless, inter-topically inform each other. The book should interest students and researchers in the general foundations of education, democracy and education, citizenship education, comparative and international education, postcolonial studies in education, and cultural studies in education.
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EducationEducation and Social Development
Global Issues and Analyses
by Abdi, Ali A.
The role of education in the development of societies is an important life perspective that is promoted by families, institutions and governments. In today’s globalized world, this reality may presume a worldwide platform where what is termed knowledge societies could gain at the expense of the educationally less endowed. There is also the case where postcolonial systems of education in Africa, Asia, Latin America and other places did not lead to the expected social and technological progress that was promised with independence. The 17 chapters in this volume attempt to analyze these complex and interlinked contexts of education and development. The book contains important criticisms of the historical developments of education, the meanings and changing intersections of development, schooling, citizenships and their exclusions, and the important interplays of globalization, knowledge, culture and languages. Beyond the theoretical foci, the book examines learning systems and possibilities in specific regions and countries of the world. These include Africa with a specialized focus on women’s education and advancement as well as individual country studies on Ghana, Burkina Faso, Zimbabwe and Somalia. In the Asian context, the specific chapters analyze the training of teachers in China, and women’s education and education and the caste system in India. These are complemented by select treatments of education and social development in Chile in South America, postcolonial (post-communist) Europe, Russia, and the Caribbean region. Together, the book’s contents should selectively respond to some of the most important social and educational development ideas and debates in our world today.
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EducationCritical Perspectives on International Education
by Hébert, Y.
In rapidly globalizing spaces of life, any research project on international education would necessarily have multi-directional emphases, with the quality of observations and analyses reflecting the expanding political, economic and cultural intersections which characterize this potentially promising century. To respond to these emerging learning and living contexts of our world, this book brings together some of the most active and established scholars in the field. As such, the book represents important epistemic interventions that analyze and critique the institutional, socio-economic, linguistic and pedagogical platforms of international education. As the locus of international education cannot be detached from the pragmatics of social development, the specific recommendations embedded in this book expand the debates and broaden the boundaries of learning projects that should enhance the lives of people, especially those who are continually marginalized by the regimes of globalization. Thus, the book actively advocates for possibilities of human well-beings via different formats of education in diverse locations of life. “Critical Perspectives on International Education offers a historically comprehensive, intellectually honest, and perspective-rich scholarly exploration of a new education-globalization dynamic. This book courageously offers up diverse voices, gathered into a robust and useful conversation regarding global education. This book adds greatly to understanding why educational marketplaces must be driven by principles and practices that empower diverse peoples, to secure sustainable knowledge benefits that contribute to personal, local, national and international well-being. This critical perspective reader will engage scholars, researchers and citizens.” – Jim Paul, University of Calgary “In the current intensifications of lobalization and its resulting inequalities, it is crucial to better understand the role of knowledge creation and knowledge dissemination. Should knowledge be only a commodity to be sold in the market and a tool to increase economic capital, or should it be a shared sociocultural capital aimed at improving democracy and the common good? In Critical Perspectives on International Education, Yvonne Hébert and Ali A. Abdi assemble an impressive array of contributions from all over the world that address this question from a variety of critical perspectives and case studies. I recommend this book to everyone interested in the connections between education, citizenship development and human well-being.” – Daniel Schugurensky, Arizona State University
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FictionOctober 2020EVERNA Rajni Sari
Wicked
by Andry Chang
Rajni Sari, princess of Rainusa is forced to flee from the palace to catch up with her mother, Lastika. Together with Jaka, a market thug appointed as the palace guard, Sari goes through various adventures and faces powerful adversaries. The love between Sari and Jaka grows, but her destiny as Lastika's daughter, who turns out to be Calon Arang, separates herself and Jaka. Sari prefers her mother. Unable to reject the legacy of strength from her mother, Sari relents and accepts her mother's orders to become her successor, the ruler of dark powers. Sari is on the crossroads: following her mother's orders or following her heart's wishes. Sari's choice then triggers a new fight between Light and Darkness, namely Barong and Calon Arang, which will simultaneously determine Rainusa's future. Favorite Winner in the 2019 Comico x Elex E-Novel Challenge Contest.
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EducationShades of Globalization in Three Early Childhood Settings
Views from India, South Africa, and Canada
by Cleghorn, A.
Shades of Globalization casts an ethnographic eye on the interplay between local and global influences on the organization and activities within three early childhood settings, each of which is located in a context of rapid social change. Stemming from a four-year study of early childhood thought and practice, each of the eight chapters touches on a different aspect of the three case study preschools, one each in India, South Africa, and an aboriginal community in Canada. The authors take a critical perspective on taken-for-granted assumptions about what constitutes the most appropriate preschool experience for children, querying for example, the meaning of school readiness within local communities. This book will appeal to those who have an interest in the diversity of children’s lives and preschool experiences throughout the world - education and social policy makers, teacher educators, teachers, pre-service student teachers, day-care workers, parents, community leaders, governmental and non-governmental organizations and consultants, early childhood program planners and evaluators, community development workers, university lecturers, and developmental psychologists. Ailie Cleghorn is Professor of Education at Concordia University in Montreal. She teaches in the Educational Studies Masters Program and conducts research that is grounded in her field of comparative sociology of education. Earlier publications include Issues in African Education: Sociological Perspectives, with Ali A. Abdi (Palgrave-MacMillan) and Missing the Meaning: The Development and Use of Print and Non-Print Text Materials in Diverse School Settings, with Alan Peacock (Palgrave-MacMillan). Larry Prochner is Professor of Early Childhood Education at the University of Alberta. His research centres on the historical and comparative study of education. Recent publications include The History of Early Childhood Education in Canada, Australia, and New Zealand (University of British Columbia Press), and Early Childhood Care and Education: Theory and Practice, with Prerana Mohite (Concept Publishers). The Afterword is written by Professor Jessica Ball, School of Child and Youth Care, University of Victoria, British Columbia. Professor Ball is the Principal Investigator on projects in the Early Childhood Development Intercultural Partnerships program at the University of Victoria. She is also Coordinator of First Nations Partnership Programs - a two-year diploma program in early childhood education and youth care, delivered through partnerships with Indigenous communities and post-secondary institutions in western Canada. She has worked extensively to protect cultural diversity and support development of community-based services to promote optimal child health and development.
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EducationIn the Spirit of Ubuntu
Stories of Teaching and Research
by Caracciolo, D. M.
“This is an excellent and timely book … In the Spirit of Ubuntu: Stories of Teaching and Research represents a seminal educational intervention that should re-direct the way we see and interact with learning and pedagogical projects and relationships. The book is well organized, is written in non-alienating, humanist language, and should be very useful for students, researchers, and the general public. Students in the West, who are not familiar with the philosophy of ubuntu, should be exposed to the contents of this book.” – Ali A Abdi, in Alberta Journal of Educational Research, Vol. 58, No. 4 “The essays in this volume … inspire the reader to draw parallels with his or her own work or to wonder how ideas might be applied in different contexts. My response to these essays certainly reflects my own experience and my efforts to attune my teacher education students to the deep connections between social justice, democracy and education in the United States. For educators who have taken on this struggle, they will find wisdom, example, and advice in many of these essays and the worldview of Ubuntu will give them a new way to think about their work.” -- ENCOUNTER: Education for Meaning and Social Justice, Volume 23, Number 2 "It is not, ‘I think therefore I am.’ It says rather: ‘I am human because I belong. I participate, I share.’ A person with Ubuntu is open and available to others, affirming of others, does not feel threatened that others are able and good, for he or she belongs in a greater whole and is diminished when others are humiliated or diminished, when others are tortured or oppressed, or treated as if they were less than who they are." (Desmond Tutu, 1999, No Future without Forgiveness, p.31) In the Spirit of Ubuntu: Stories of Teaching and Researchoffers a collection of stories to encourage teachers and researchers to embrace the spirit of Ubuntu, which can guide our work. These authors seek to bridge their academic work with community engagement, well-being and transformation. Many of the book’s contributors demonstrate a research commitment to working collaboratively with underrepresented communities, who are viewed not as “objects” to be studied or rescued, but as partners in a shared project. Others demonstrate how self-reflection informs and transforms their teaching practice. Overall the writers show through their stories, how an ethic of care, respect and reciprocity applies to teachers as well as researchers and works toward the decolonization and humanization of schooling and the academy. From the Foreword by Ngugi wa Thiong’o: "The stories here are united in a common quest for Ubuntu but in the process they become an important contribution to that common quest…They should be read as an expression of the common quest for a more humane world."
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Trusted Partner
January 2023Tourism Planning and Development in the Middle East
by Stella Kladou, Konstantinos Andriotis, Anna Farmaki, Dimitrios Stylidis, Wisam Abbasi, Naser Abdi, Elad Almog, Selenay Ata, Nursah Ayhan, Fatemeh Bagheri, Ashkan Borouj, Ali Hajinejad, Farid Hanifezadeh, Rami K. Isaac, Sina Kuzuoglu, Sarasadat Makian, Alexis Saveriades, Ronen Shay, Bahram Nekouie Sadry, Kholoud Mohamed Abdel Maksoud, Somayeh Zahabnazouri
Given the historical and cultural richness of countries in the Middle East region, as well as the economic development many have exhibited in recent years, tourism planning and development gains much significance for both scholars and practitioners. Turbulence, conflicts and crises exhibited in the area add further dimensions that need to be incorporated in tourism strategies and planning, and taken into consideration by experts at an institutional, corporate and educational level. Furthermore, in order to effectively deal with aspects of sustainability, visions and strategies in the region need to build upon good practices. As a result, a greater understanding is required of the factors influencing decision-making on tourism matters as well as on the impacts and implications of sustainable tourism development. This book, written by an international team of experts, addresses the need to examine tourism development and planning in the Middle East from a sustainability perspective by embracing case studies and examples from the region. Through its collection of chapters, the book considers tourism planning and development from the economic, socio-cultural, environmental and regulatory perspectives of sustainability. Thus, the book advances understandings of the positive and negative impacts of tourism development as well as how turbulence, crisis, synergies and the top-down and bottom-up approaches to tourism development are connected to different problems and implications for local communities, the region and the relationship of the Middle East with the rest of the world. An essential resource for tourism practitioners, decision-makers in private and public organisations, government bodies and consultants from not only the Middle East, but all those who want an encompassing view of global tourism.
