Books on the topic 'Teacher Leader Development'

The monograph is devoted to a problem of development of leader potential of the head in the context of increase of efficiency of its professional activity as organizational leader. In it(her) foreign and domestic theories of leadership are consistently considered, structural components of leader potential are analyzed, the author´s social and psychological model of development of leader potential of the head is described. Research is addressed to psychologists, teachers and heads.

The monograph defines the origins, essence and content of the Caucasian policy of Russia, its main stages, its significance for the development of Russian statehood and the peoples of the region. The monograph pays special attention to the Caucasian wars of Russia, the experience of suppressing anti-Russian and anti-Soviet armed demonstrations in the region. The historical and modern experience of the development of the Caucasus region shows that the weakening of Russia's position in the region naturally leads to an escalation of tension and conflict, aggravation of inter-ethnic contradictions, manifestations of extremism and other forms of destructive activities that threaten the life of citizens and peoples of the Caucasus. As a result, the strength of Russia's position in the Caucasus is a guarantee of the safe and free development of the peoples of the region. The author's conclusions and suggestions presented in the monograph can be used in the process of implementing a balanced and verified policy in order to ensure the national security and interests of the Russian Federation in the North Caucasus, building relations with neighboring states in the region, as well as other international actors positioning their involvement in the political processes of the South Caucasus. It is addressed to researchers, teachers, students, a wide range of readers.

The main provisions of the theory of the world economy and international economic relations are presented. The strengthening of the integrity of the world economy is justified. The most important indicators from the point of view of system analysis are given. The concepts, concepts and dynamics of development of key forms of international economic relations are revealed. The construction of the balance of payments of various countries is analyzed. In the proposed publication, to control the level of mastering the discipline on each topic, tests, topics of reports and abstracts are given, practice-oriented tasks are developed based on objective statistical data of recent years. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For bachelors studying in the field of Economics, it can be useful for teachers who lead the disciplines "World economy", "World economy and international economic relations", as well as for anyone interested in the processes taking place in the modern world economic system and the role of Russia in it.

School adoption is an ambitious and innovative partnership model in teacher education which offers unique opportunities for in-service and pre-service teachers. At its core, teachers leave their school to be adopted by teacher students for one week. While the teachers engage in a professional development course outside the school, they are fully substituted by teacher students, who thus have an increased responsibility for the pupils’ learning, for the organizational matters of the school and for their own professional development. In this volume, we present different international concepts of school adoption, lessons learned, and first theoretical considerations. With it, we invite teacher educators in schools, universities, and other institutions to engage into a dialogue about the perspectives school adoption offers for teacher education and teacher education research.

Community Development through Tourism examines the development of local communities through the healthy integration of community planning, business planning and tourism planning. It explores the most pertinent tourism and business theories, moving from strategic planning to community empowerment and practice. Research-based case studies are used to illustrate how things work in the real world, and the ways in which various theories can and have been applied. This book will be an important resource for business development managers, tourism operators and community leaders, as well as students and teachers in courses that incorporate aspects of community tourism into their business, tourism, social sciences and arts programs.

This chapter highlights negotiations of meanings a Western church worker encountered in a Chadian congregation. For many mainline churches, “missions agencies,” focused on proselytization, are not the sole or even primary mode of outreach; “development agencies,” focused on local economic and social development, complement them. These two types of agencies are tied, through institutional memories in Western and African churches, to the cultural, including musical, practices of missions. The chapter retells the story of a Western development worker who frames her role as “learner” but finds she is understood as missionary “teacher” and is asked to teach and not learn music. Music is a persistent indicator of a history of missionary interactions between Chadian and Western Christians that lends meanings to and constrains present-day transnational interactions between them; it can provide a shared space of practice that is not contiguous with the “meanings” of the music under discussion.

This book offers insightful reflections on academic development practices. The contributors engage the reader painstakingly in the dynamics of professional learning and effective teaching. This volume facilitates the examination of the need for reflection that leads to professional maturity. All educational institutions seek teachers who continuously search for effective strategies in improving student success. The contributors uncover a variety of approaches as they evince proven suggestions. The chapters are refreshing and edifying. This book is essential for all teachers, lecturers and trainers who want to improve their teaching practice immensely.

Staying current with latest developments in the field of patient care is now universally considered to be a standard of care. The same standards have not been adopted in medical education, however, and many educational techniques used to train physicians are now outdated. This chapter reviews the evidence in medical education with respect to quality of three critical elements: the teacher, the process, and the learner. Students and faculty have different perceptions regarding the characteristics of effective teachers. Modern teaching methods no longer stress lecture-based sessions, but include techniques such as interactive learning and blended learning. Simulation is also an effective tool for learning technical skills, and for crisis and team training. When technological tools are used, they should be designed to enhance the learning experience. A number of studies show that learner engagement is the key factor in the learning process.

Often the finest artists do not make the best teachers. Many frustrated college students of art know this all too well as they suffer through unstructured classes with inexperienced teachers or graduate student instructors. In these situations, it is easy to blame the teachers. But the problem is largely institutional: most students graduating with MFAs from art schools receive little if any instruction in teaching art. If you find yourself in this predicament as teacher or student, this book is for you. The first book to provide a comprehensive guide for teaching college-level art, The Art of Teaching Art is the culmination of respected artist and instructor Deborah Rockman's two decades of teaching experience. Believing that drawing is the backbone of all of the visual arts, she begins with a complete explanation of drawing concepts that apply to any subject matter, e.g., composition, sighting processes, scaling techniques, and methods for linear and tonal development. She then illustrates these concepts with step-by-step methods that easily translate to classroom exercises. Next, she applies the drawing principles to every artist's most important and challenging subject, the human figure. After an extended section on understanding and teaching perspective that explores illusionistic form and space, the focus of the book shifts to the studio classroom itself and the essential elements that go into making an effective learning environment and curriculum. From preparing materials lists and syllabi, to setting up still-lifes, handling difficult classroom situations, critiquing and grading student artworks, and shooting slides of student artworks, she leaves no stone unturned.

Research is continually adding to the evidence base for successful education of deaf students, but improved education does not automatically follow from well-conducted research. It requires a combination of the talents of individual students, proper support from parents, and adequate instruction by teachers. Research will have an impact only if it enhances the effectiveness of teaching practices and student learning. While early intervention generally leads to better development of deaf and hard-of-hearing students, for some learners, better may not be good enough. Those students need specific interventions. The fact that many teachers of deaf students in regular and special schools seem to ignore available and relevant research evidence points to a considerable gap between research and practice. This chapter summarizes relevant research and discusses what actions can be taken to close the gap between research and practice. We conclude that professional development is a key factor.

By the 1980s the leadership industry had gone from incipient to entering a period of rapid growth that has not slowed. In fact, it still accelerates beyond anyone’s early imaginings. Chapter 2 is an overview of where we are now. It addresses questions such as these: How is leadership taught in the first quarter of the twenty-first century? Who are the leadership students? Who are the leadership teachers? Where is leadership being taught? What are the leadership pedagogies? What, in consequence of our investment, is the track record of leadership education, training, and development? Some ostensibly learn how to lead in college. Others ostensibly learn how to lead in graduate and professional schools, especially business schools. Still others ostensibly learn how to lead in large corporations or in government agencies. And there are those who learn to lead in the military, about which there is more later in the book.

Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 320 annotations from both recent and seminal literature (released between 1992–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university partnerships, digital learning, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.

The second volume of the African Higher Education Dynamics Series brings together the research of an international network of higher education scholars with interest in higher education and student politics in Africa. Most authors are early career academics who teach and conduct research in universities across the continent, and who came together for a research project and related workshops and a symposium on student representation in African higher education governance. The book includes theoretical chapters on student organising, student activism and representation; chapters on historical and current developments in student politics in Anglophone and Francophone Africa; and in-depth case studies on student representation and activism in a cross-section of universities and countries. The book provides a unique resource for academics, university leaders and student affairs professionals as well as student leaders and policy-makers in Africa and elsewhere.

This book is designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities in the United States. It includes suggestions for designing and organizing music courses (applied music as well as academic classes) and strategies for meeting the developmental needs of the undergraduate student. It addresses concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. A common theme throughout the book is a focus on learner-centered pedagogy or trying to meet students where they are and base instruction on their individual needs. The text also maintains a constant focus on the relationship between teaching and learning and encourages innovative ways for instructors to assess student learning in music courses. Teaching is connected throughout the book to student learning and the lecture model of teaching as transmission is discouraged. Activities throughout the book ask instructors to focus on what it means to be an effective teacher for music courses. As there is limited research on teaching music in higher education, the book relies on comprehensive texts from the general education field to help provide the research base for our definition of effective teaching.

What can local histories of interracial conflict and collaboration teach us about the potential for urban equity and social justice in the future? Courtney Elizabeth Knapp chronicles the politics of gentrification and culture-based development in Chattanooga, Tennessee, by tracing the roots of racism, spatial segregation, and mainstream “cosmopolitanism” back to the earliest encounters between the Cherokee, African Americans, and white settlers. For more than three centuries, Chattanooga has been a site for multiracial interaction and community building; yet today public leaders have simultaneously restricted and appropriated many contributions of working-class communities of color within the city, exacerbating inequality and distrust between neighbors and public officials. Knapp suggests that “diasporic placemaking”—defined as the everyday practices through which uprooted people create new communities of security and belonging—is a useful analytical frame for understanding how multiracial interactions drive planning and urban development in diverse cities over time. By weaving together archival, ethnographic, and participatory action research techniques, she reveals the political complexities of a city characterized by centuries of ordinary resistance to racial segregation and uneven geographic development.

This chapter discusses how women physical educators began to reevaluate their collective position against intercollegiate, commercial, and hypercompetitive sports for their students. Particular attention is given to a series of National Institutes on Girls' Sports, jointly sponsored by the Division for Girls and Women's Sports (DGWS) and the United States Olympic Committee (USOC) that took place during the 1960s. At these clinics, educators, recreation leaders, and other interested parties learned the necessary tools to teach sport skills to their respective charges and to encourage them to engage in “the right kind of competition.” The emergent groundswell of support was an important antecedent to the subsequent developments in women's sport.

To perform any skilled activity to expert level requires committed and intensely motivated learning. This chapter explores how musical development, particularly as it applies to learning an instrument, depends crucially on inventive and productive opportunities that coalesce in configurations unique to each learner. It reveals how an obsession with gifts and talents on the parts of researchers, teachers, parents and musicians alike has led to confusion over the nature and acquisition of the skills required for high-level music performance. It traces key theories on family scripts and self-determination to illustrate the ways in which psychological constructs shape belief and thus motivate learning. Environmental catalysts such as practice support and opportunity for creative expression offer additional significant influences. These factors are shown to align with intrapersonal characteristics and are described as syzygies, or inventive configurations, that provide pathways to committed music learning.

This chapter begins by investigating perspectives on practice and creativity in the scholarly literature and in both practical and pedagogical writing, and it argues that to date little attention has been paid to creativity in relation to individual practice. To redress this, the chapter then explores the creative processes that underlie the practising of classical musicians, focusing on the findings of a research project that allowed participants to identify aspects that they considered important to the creative development of their performances. Creative processes to do with moment-by-moment practice strategies are discussed, along with those resulting in the creative development of interpretations and a sense of ownership in music-making. This discussion leads to a series of insights concerning musicians’ creative ways of working, how technical and expressive elements can be interrelated and integrated, the nonlinear nature of the creative processes in question, and what practice itself entails. The chapter ends by encouraging new ways of thinking about practice and by suggesting some approaches which both teachers and individual student musicians might find effective.

The Classical Guitar Companion is an anthology of exercises, études, and pieces organized according to technique or musical texture. Students are encouraged to work in multiple chapters, simultaneously depending on advice from a teacher or their own assessment of what they need. The author’s dual perspective, as an active performing artist and as a teacher who has trained hundreds of guitarists, results in a combination of pedagogical thoroughness and artistic insight. The book opens with a large section devoted to establishing a thorough knowledge of the guitar fingerboard through a systematic and rigorous study of scales and fingerboard harmony, which will lead to ease and fluency in sight-reading and reduce the time needed to learn a repertoire piece. The chapters cover scales exercises and studies, repeated notes, slurs, harmony, arpeggios, melody with accompaniment, counterpoint, and florid/virtuoso studies. Each section contains text and examples that connect material to fingering practices of composers and practice strategies to open a path to interpretive freedom in performance. Exploring advice found in the standard pedagogical literature for guitar that effectively places constraints on a student’s long-term development, the book offers information designed to help students recognize and overcome these constraints. When the book presents the simple version of a technique, it does so through consideration of the technique’s advanced version. Many guitar composers are represented but there are also transcriptions of relevant lute music that expand the scope of the book. The book is designed to serve as a companion for years of guitar study.

Recent electoral cycles have drawn attention to an urban–rural divide at the heart of American politics. This book traces the origins of red and blue America. The urbanicity divide began with the creation of an urban political order that united leaders from major cities and changed the Democratic Party during the New Deal era. These cities, despite being the site of serious, complex conflicts at home, are remarkably cohesive in national politics because members of city delegations represent their city as well as their district. Even though their constituents often don’t see eye-to-eye on important issues, members of these city delegations represent a united city position known as progressive liberalism. Using a wide range of congressional evidence and a unique dataset measuring the urbanicity of U.S. House districts over time, this book argues that city cohesion, an invaluable tool used by cities to address their urgent governance needs through higher levels of government, is fostered by local institutions developed to provide local political order. Crucially, these integrative institutions also helped foster the development of civil rights liberalism by linking constituencies that were not natural allies in support of group pluralism and racial equality. This in turn led to the departure from the coalition of the Southern Democrats, and to our contemporary political environment. The urban combination of diversity and liberalism—supported by institutions that make allies out of rivals—teaches us lessons for governing in a world increasingly characterized by deep social difference and political fragmentation.

This book addresses the politics of higher education in Imperial China during the Northern Song period (960-1127). How did different political agents -- namely emperors, scholar-officials, teachers and students -- interact in shaping the Imperial University and compete over different agendas? Earlier studies often conceived the Imperial University as a static institution and framed questions within the context of institutional and social history. Building on recent insights/developments in new political history, this book is distinctive for its emphasis on the fluid political processes shaping institutional changes and the interaction of the people involved. Based on a close reading of the surviving records of court archives, chronological accounts and biographical materials of individual agents, the author shows the agendas behind the structures and regulations of the Imperial University and the ways in which they actually functioned, among them the assertion of autocratic rule, the elimination of political opposition, and the imposition of strict morality. Competitions and negotiations over these agenda, the author proposes, lead to changes in educational policies, which did not occur in a linear or progressive fashion, but rather back-and-forth due to ongoing resistance.

This book reimagines medical education and reconstructs its design. It originates from a reappraisal of the goals of medicine and the nature of the relationship between doctor and patient. The educational blueprint outlined is called the “Physicianship Curriculum” and rests on two linchpins. First is a new definition of sickness: Patients know themselves to be ill when they cannot pursue their purposes and goals in life because of impairments in functioning. This perspective represents a bulwark against medical attention shifting from patients to diseases. The curriculum teaches about patients as functional persons, from their anatomy to their social selves, starting in the first days of the educational program and continuing throughout. Their teaching also rests on the rock-solid grounding of medicine in the sciences and scientific understandings of disease and function. The illness definition and knowledge base together create a foundation for authentic patient-centeredness. Second, the training of physicians depends on and culminates in development of a unique professional identity. This is grounded in the historical evolution of the profession, reaching back to Hippocrates. It leads to reformulation of the educational process as clinical apprenticeships and moral mentorships. “Rebirth” in the title suggests that critical ingredients of medical education have previously been articulated. The book argues that the apprenticeship model, as experienced, enriched, taught, and exemplified by William Osler, constitutes a time-honored foundation. Osler’s “natural method of teaching the subject of medicine” is a precursor to the Physicianship Curriculum.

These Guidelines are one of the results of the four-year research project “Open Online Learning for Digital and Networked Society” (2017-2021). The project objective was to enable university teachers to design open and online learning through open and online learning curriculum and environment applying learning analytics as a metacognitive tool and creating open and online learning assessment and recognition practices, responding to the needs of digital and networked society. The research of the project resulted in 10 scientific publications and 2 studies prepared by Vytautas Magnus university Institute of Innovative Studies research team in collaboration with their international research partners from Germany, Spain and Portugal. The final stage of the research attempted creating open and online learning assessment and recognition practices, responding to the learner needs in contemporary digital and networked society. The need for open learning recognition has been increasing during the recent decade while the developments of open learning related to the Covid 19 pandemics have dramatically increased the need for systematic and high-quality assessment and recognition of learning acquired online. The given time also relates to the increased need to offer micro-credentials to learners, as well as a rising need for universities to prepare for micro-credentialization and issue new digital credentials to learners who are regular students, as well as adult learners joining for single courses. The increased need of all labour - market participants for frequent and fast renewal of competences requires a well working and easy to use system of open learning assessment and recognition. For learners, it is critical that the micro-credentials are well linked to national and European qualification frameworks, as well as European digital credential infrastructures (e.g., Europass and similar). For employers, it is important to receive requested quality information that is encrypted in the metadata of the credential. While for universities, there is the need to properly prepare institutional digital infrastructure, organizational procedures, descriptions of open learning opportunities and virtual learning environments to share, import and export the meta-data easily and seamlessly through European Digital Hub service infrastructures, as well as ensure that academic and administrative staff has digital competencies to design, issue and recognise open learning through digital and micro-credentials. The first chapter of the Guidelines provides a background view of the European Qualification Framework and National Qualification frameworks for the further system of gaining, stacking and modelling further qualifications through open online learning. The second chapter suggests the review of current European policy papers and consultations on the establishment of micro-credentials in European higher education. The findings of the report of micro-credentials higher education consultation group “European Approach to Micro-credentials” is shortly introduced, as well as important policy discussions taking place. Responding to the Rome Bologna Comunique 2020, where the ministers responsible for higher education agreed to support lifelong learning through issuing micro-credentials, a joint endeavour of DG Employment, Social Affairs and Inclusion and DG Research and Innovation resulted in one of the most important political documents highlighting the potential of micro-credentials towards economic, social and education innovations. The consultation group of experts from the Member States defined the approach to micro-credentials to facilitate their validation, recognition and portability, as well as to foster a larger uptake to support individual learning in any subject area and at any stage of life or career. The Consultation Group also suggested further urgent topics to be discussed, including the storage, data exchange, portability, and data standards of micro-credentials and proposed EU Standard of constitutive elements of micro-credentials. The third chapter is devoted to the institutional readiness to issue and to recognize digital and micro-credentials. Universities need strategic decisions and procedures ready to be enacted for assessment of open learning and issuing micro-credentials. The administrative and academic staff needs to be aware and confident to follow these procedures while keeping the quality assurance procedures in place, as well. The process needs to include increasing teacher awareness in the processes of open learning assessment and the role of micro-credentials for the competitiveness of lifelong learners in general. When the strategic documents and procedures to assess open learning are in place and the staff is ready and well aware of the processes, the description of the courses and the virtual learning environment needs to be prepared to provide the necessary metadata for the assessment of open learning and issuing of micro-credentials. Different innovation-driven projects offer solutions: OEPass developed a pilot Learning Passport, based on European Diploma Supplement, MicroHE developed a portal Credentify for displaying, verifying and sharing micro-credential data. Credentify platform is using Blockchain technology and is developed to comply with European Qualifications Framework. Institutions, willing to join Credentify platform, should make strategic discussions to apply micro-credential metadata standards. The ECCOE project building on outcomes of OEPass and MicroHE offers an all-encompassing set of quality descriptors for credentials and the descriptions of learning opportunities in higher education. The third chapter also describes the requirements for university structures to interact with the Europass digital credentials infrastructure. In 2020, European Commission launched a new Europass platform with Digital Credential Infrastructure in place. Higher education institutions issuing micro-credentials linked to Europass digital credentials infrastructure may offer added value for the learners and can increase reliability and fraud-resistant information for the employers. However, before using Europass Digital Credentials, universities should fulfil the necessary preconditions that include obtaining a qualified electronic seal, installing additional software and preparing the necessary data templates. Moreover, the virtual learning environment needs to be prepared to export learning outcomes to a digital credential, maintaining and securing learner authentication. Open learning opportunity descriptions also need to be adjusted to transfer and match information for the credential meta-data. The Fourth chapter illustrates how digital badges as a type of micro-credentials in open online learning assessment may be used in higher education to create added value for the learners and employers. An adequately provided metadata allows using digital badges as a valuable tool for recognition in all learning settings, including formal, non-formal and informal.

Nationalism: Past as Prologue began as a single volume being compiled by Ad Akande, a scholar from South Africa, who proposed it to me as co-author about two years ago. The original idea was to examine how the damaging roots of nationalism have been corroding political systems around the world, and creating dangerous obstacles for necessary international cooperation. Since I (Bruce E. Johansen) has written profusely about climate change (global warming, a.k.a. infrared forcing), I suggested a concerted effort in that direction. This is a worldwide existential threat that affects every living thing on Earth. It often compounds upon itself, so delays in reducing emissions of fossil fuels are shortening the amount of time remaining to eliminate the use of fossil fuels to preserve a livable planet. Nationalism often impedes solutions to this problem (among many others), as nations place their singular needs above the common good. Our initial proposal got around, and abstracts on many subjects arrived. Within a few weeks, we had enough good material for a 100,000-word book. The book then fattened to two moderate volumes and then to four two very hefty tomes. We tried several different titles as good submissions swelled. We also discovered that our best contributors were experts in their fields, which ranged the world. We settled on three stand-alone books:” 1/ nationalism and racial justice. Our first volume grew as the growth of Black Lives Matter following the brutal killing of George Floyd ignited protests over police brutality and other issues during 2020, following the police assassination of Floyd in Minneapolis. It is estimated that more people took part in protests of police brutality during the summer of 2020 than any other series of marches in United States history. This includes upheavals during the 1960s over racial issues and against the war in Southeast Asia (notably Vietnam). We choose a volume on racism because it is one of nationalism’s main motive forces. This volume provides a worldwide array of work on nationalism’s growth in various countries, usually by authors residing in them, or in the United States with ethnic ties to the nation being examined, often recent immigrants to the United States from them. Our roster of contributors comprises a small United Nations of insightful, well-written research and commentary from Indonesia, New Zealand, Australia, China, India, South Africa, France, Portugal, Estonia, Hungary, Russia, Poland, Kazakhstan, Georgia, and the United States. Volume 2 (this one) describes and analyzes nationalism, by country, around the world, except for the United States; and 3/material directly related to President Donald Trump, and the United States. The first volume is under consideration at the Texas A & M University Press. The other two are under contract to Nova Science Publishers (which includes social sciences). These three volumes may be used individually or as a set. Environmental material is taken up in appropriate places in each of the three books. * * * * * What became the United States of America has been strongly nationalist since the English of present-day Massachusetts and Jamestown first hit North America’s eastern shores. The country propelled itself across North America with the self-serving ideology of “manifest destiny” for four centuries before Donald Trump came along. Anyone who believes that a Trumpian affection for deportation of “illegals” is a new thing ought to take a look at immigration and deportation statistics in Adam Goodman’s The Deportation Machine: America’s Long History of Deporting Immigrants (Princeton University Press, 2020). Between 1920 and 2018, the United States deported 56.3 million people, compared with 51.7 million who were granted legal immigration status during the same dates. Nearly nine of ten deportees were Mexican (Nolan, 2020, 83). This kind of nationalism, has become an assassin of democracy as well as an impediment to solving global problems. Paul Krugman wrote in the New York Times (2019:A-25): that “In their 2018 book, How Democracies Die, the political scientists Steven Levitsky and Daniel Ziblatt documented how this process has played out in many countries, from Vladimir Putin’s Russia, to Recep Erdogan’s Turkey, to Viktor Orban’s Hungary. Add to these India’s Narendra Modi, China’s Xi Jinping, and the United States’ Donald Trump, among others. Bit by bit, the guardrails of democracy have been torn down, as institutions meant to serve the public became tools of ruling parties and self-serving ideologies, weaponized to punish and intimidate opposition parties’ opponents. On paper, these countries are still democracies; in practice, they have become one-party regimes….And it’s happening here [the United States] as we speak. If you are not worried about the future of American democracy, you aren’t paying attention” (Krugmam, 2019, A-25). We are reminded continuously that the late Carl Sagan, one of our most insightful scientific public intellectuals, had an interesting theory about highly developed civilizations. Given the number of stars and planets that must exist in the vast reaches of the universe, he said, there must be other highly developed and organized forms of life. Distance may keep us from making physical contact, but Sagan said that another reason we may never be on speaking terms with another intelligent race is (judging from our own example) could be their penchant for destroying themselves in relatively short order after reaching technological complexity. This book’s chapters, introduction, and conclusion examine the worldwide rise of partisan nationalism and the damage it has wrought on the worldwide pursuit of solutions for issues requiring worldwide scope, such scientific co-operation public health and others, mixing analysis of both. We use both historical description and analysis. This analysis concludes with a description of why we must avoid the isolating nature of nationalism that isolates people and encourages separation if we are to deal with issues of world-wide concern, and to maintain a sustainable, survivable Earth, placing the dominant political movement of our time against the Earth’s existential crises. Our contributors, all experts in their fields, each have assumed responsibility for a country, or two if they are related. This work entwines themes of worldwide concern with the political growth of nationalism because leaders with such a worldview are disinclined to co-operate internationally at a time when nations must find ways to solve common problems, such as the climate crisis. Inability to cooperate at this stage may doom everyone, eventually, to an overheated, stormy future plagued by droughts and deluges portending shortages of food and other essential commodities, meanwhile destroying large coastal urban areas because of rising sea levels. Future historians may look back at our time and wonder why as well as how our world succumbed to isolating nationalism at a time when time was so short for cooperative intervention which is crucial for survival of a sustainable earth. Pride in language and culture is salubrious to individuals’ sense of history and identity. Excess nationalism that prevents international co-operation on harmful worldwide maladies is quite another. As Pope Francis has pointed out: For all of our connectivity due to expansion of social media, ability to communicate can breed contempt as well as mutual trust. “For all our hyper-connectivity,” said Francis, “We witnessed a fragmentation that made it more difficult to resolve problems that affect us all” (Horowitz, 2020, A-12). The pope’s encyclical, titled “Brothers All,” also said: “The forces of myopic, extremist, resentful, and aggressive nationalism are on the rise.” The pope’s document also advocates support for migrants, as well as resistance to nationalist and tribal populism. Francis broadened his critique to the role of market capitalism, as well as nationalism has failed the peoples of the world when they need co-operation and solidarity in the face of the world-wide corona virus pandemic. Humankind needs to unite into “a new sense of the human family [Fratelli Tutti, “Brothers All”], that rejects war at all costs” (Pope, 2020, 6-A). Our journey takes us first to Russia, with the able eye and honed expertise of Richard D. Anderson, Jr. who teaches as UCLA and publishes on the subject of his chapter: “Putin, Russian identity, and Russia’s conduct at home and abroad.” Readers should find Dr. Anderson’s analysis fascinating because Vladimir Putin, the singular leader of Russian foreign and domestic policy these days (and perhaps for the rest of his life, given how malleable Russia’s Constitution has become) may be a short man physically, but has high ambitions. One of these involves restoring the old Russian (and Soviet) empire, which would involve re-subjugating a number of nations that broke off as the old order dissolved about 30 years ago. President (shall we say czar?) Putin also has international ambitions, notably by destabilizing the United States, where election meddling has become a specialty. The sight of Putin and U.S. president Donald Trump, two very rich men (Putin $70-$200 billion; Trump $2.5 billion), nuzzling in friendship would probably set Thomas Jefferson and Vladimir Lenin spinning in their graves. The road of history can take some unanticipated twists and turns. Consider Poland, from which we have an expert native analysis in chapter 2, Bartosz Hlebowicz, who is a Polish anthropologist and journalist. His piece is titled “Lawless and Unjust: How to Quickly Make Your Own Country a Puppet State Run by a Group of Hoodlums – the Hopeless Case of Poland (2015–2020).” When I visited Poland to teach and lecture twice between 2006 and 2008, most people seemed to be walking on air induced by freedom to conduct their own affairs to an unusual degree for a state usually squeezed between nationalists in Germany and Russia. What did the Poles then do in a couple of decades? Read Hlebowicz’ chapter and decide. It certainly isn’t soft-bellied liberalism. In Chapter 3, with Bruce E. Johansen, we visit China’s western provinces, the lands of Tibet as well as the Uighurs and other Muslims in the Xinjiang region, who would most assuredly resent being characterized as being possessed by the Chinese of the Han to the east. As a student of Native American history, I had never before thought of the Tibetans and Uighurs as Native peoples struggling against the Independence-minded peoples of a land that is called an adjunct of China on most of our maps. The random act of sitting next to a young woman on an Air India flight out of Hyderabad, bound for New Delhi taught me that the Tibetans had something to share with the Lakota, the Iroquois, and hundreds of other Native American states and nations in North America. Active resistance to Chinese rule lasted into the mid-nineteenth century, and continues today in a subversive manner, even in song, as I learned in 2018 when I acted as a foreign adjudicator on a Ph.D. dissertation by a Tibetan student at the University of Madras (in what is now in a city called Chennai), in southwestern India on resistance in song during Tibet’s recent history. Tibet is one of very few places on Earth where a young dissident can get shot to death for singing a song that troubles China’s Quest for Lebensraum. The situation in Xinjiang region, where close to a million Muslims have been interned in “reeducation” camps surrounded with brick walls and barbed wire. They sing, too. Come with us and hear the music. Back to Europe now, in Chapter 4, to Portugal and Spain, we find a break in the general pattern of nationalism. Portugal has been more progressive governmentally than most. Spain varies from a liberal majority to military coups, a pattern which has been exported to Latin America. A situation such as this can make use of the term “populism” problematic, because general usage in our time usually ties the word into a right-wing connotative straightjacket. “Populism” can be used to describe progressive (left-wing) insurgencies as well. José Pinto, who is native to Portugal and also researches and writes in Spanish as well as English, in “Populism in Portugal and Spain: a Real Neighbourhood?” provides insight into these historical paradoxes. Hungary shares some historical inclinations with Poland (above). Both emerged from Soviet dominance in an air of developing freedom and multicultural diversity after the Berlin Wall fell and the Soviet Union collapsed. Then, gradually at first, right wing-forces began to tighten up, stripping structures supporting popular freedom, from the courts, mass media, and other institutions. In Chapter 5, Bernard Tamas, in “From Youth Movement to Right-Liberal Wing Authoritarianism: The Rise of Fidesz and the Decline of Hungarian Democracy” puts the renewed growth of political and social repression into a context of worldwide nationalism. Tamas, an associate professor of political science at Valdosta State University, has been a postdoctoral fellow at Harvard University and a Fulbright scholar at the Central European University in Budapest, Hungary. His books include From Dissident to Party Politics: The Struggle for Democracy in Post-Communist Hungary (2007). Bear in mind that not everyone shares Orbán’s vision of what will make this nation great, again. On graffiti-covered walls in Budapest, Runes (traditional Hungarian script) has been found that read “Orbán is a motherfucker” (Mikanowski, 2019, 58). Also in Europe, in Chapter 6, Professor Ronan Le Coadic, of the University of Rennes, Rennes, France, in “Is There a Revival of French Nationalism?” Stating this title in the form of a question is quite appropriate because France’s nationalistic shift has built and ebbed several times during the last few decades. For a time after 2000, it came close to assuming the role of a substantial minority, only to ebb after that. In 2017, the candidate of the National Front reached the second round of the French presidential election. This was the second time this nationalist party reached the second round of the presidential election in the history of the Fifth Republic. In 2002, however, Jean-Marie Le Pen had only obtained 17.79% of the votes, while fifteen years later his daughter, Marine Le Pen, almost doubled her father's record, reaching 33.90% of the votes cast. Moreover, in the 2019 European elections, re-named Rassemblement National obtained the largest number of votes of all French political formations and can therefore boast of being "the leading party in France.” The brutality of oppressive nationalism may be expressed in personal relationships, such as child abuse. While Indonesia and Aotearoa [the Maoris’ name for New Zealand] hold very different ranks in the United Nations Human Development Programme assessments, where Indonesia is classified as a medium development country and Aotearoa New Zealand as a very high development country. In Chapter 7, “Domestic Violence Against Women in Indonesia and Aotearoa New Zealand: Making Sense of Differences and Similarities” co-authors, in Chapter 8, Mandy Morgan and Dr. Elli N. Hayati, from New Zealand and Indonesia respectively, found that despite their socio-economic differences, one in three women in each country experience physical or sexual intimate partner violence over their lifetime. In this chapter ther authors aim to deepen understandings of domestic violence through discussion of the socio-economic and demographic characteristics of theit countries to address domestic violence alongside studies of women’s attitudes to gender norms and experiences of intimate partner violence. One of the most surprising and upsetting scholarly journeys that a North American student may take involves Adolf Hitler’s comments on oppression of American Indians and Blacks as he imagined the construction of the Nazi state, a genesis of nationalism that is all but unknown in the United States of America, traced in this volume (Chapter 8) by co-editor Johansen. Beginning in Mein Kampf, during the 1920s, Hitler explicitly used the westward expansion of the United States across North America as a model and justification for Nazi conquest and anticipated colonization by Germans of what the Nazis called the “wild East” – the Slavic nations of Poland, the Baltic states, Ukraine, and Russia, most of which were under control of the Soviet Union. The Volga River (in Russia) was styled by Hitler as the Germans’ Mississippi, and covered wagons were readied for the German “manifest destiny” of imprisoning, eradicating, and replacing peoples the Nazis deemed inferior, all with direct references to events in North America during the previous century. At the same time, with no sense of contradiction, the Nazis partook of a long-standing German romanticism of Native Americans. One of Goebbels’ less propitious schemes was to confer honorary Aryan status on Native American tribes, in the hope that they would rise up against their oppressors. U.S. racial attitudes were “evidence [to the Nazis] that America was evolving in the right direction, despite its specious rhetoric about equality.” Ming Xie, originally from Beijing, in the People’s Republic of China, in Chapter 9, “News Coverage and Public Perceptions of the Social Credit System in China,” writes that The State Council of China in 2014 announced “that a nationwide social credit system would be established” in China. “Under this system, individuals, private companies, social organizations, and governmental agencies are assigned a score which will be calculated based on their trustworthiness and daily actions such as transaction history, professional conduct, obedience to law, corruption, tax evasion, and academic plagiarism.” The “nationalism” in this case is that of the state over the individual. China has 1.4 billion people; this system takes their measure for the purpose of state control. Once fully operational, control will be more subtle. People who are subject to it, through modern technology (most often smart phones) will prompt many people to self-censor. Orwell, modernized, might write: “Your smart phone is watching you.” Ming Xie holds two Ph.Ds, one in Public Administration from University of Nebraska at Omaha and another in Cultural Anthropology from the Chinese Academy of Social Sciences, Beijing, where she also worked for more than 10 years at a national think tank in the same institution. While there she summarized news from non-Chinese sources for senior members of the Chinese Communist Party. Ming is presently an assistant professor at the Department of Political Science and Criminal Justice, West Texas A&M University. In Chapter 10, analyzing native peoples and nationhood, Barbara Alice Mann, Professor of Honours at the University of Toledo, in “Divide, et Impera: The Self-Genocide Game” details ways in which European-American invaders deprive the conquered of their sense of nationhood as part of a subjugation system that amounts to genocide, rubbing out their languages and cultures -- and ultimately forcing the native peoples to assimilate on their own, for survival in a culture that is foreign to them. Mann is one of Native American Studies’ most acute critics of conquests’ contradictions, and an author who retrieves Native history with a powerful sense of voice and purpose, having authored roughly a dozen books and numerous book chapters, among many other works, who has traveled around the world lecturing and publishing on many subjects. Nalanda Roy and S. Mae Pedron in Chapter 11, “Understanding the Face of Humanity: The Rohingya Genocide.” describe one of the largest forced migrations in the history of the human race, the removal of 700,000 to 800,000 Muslims from Buddhist Myanmar to Bangladesh, which itself is already one of the most crowded and impoverished nations on Earth. With about 150 million people packed into an area the size of Nebraska and Iowa (population less than a tenth that of Bangladesh, a country that is losing land steadily to rising sea levels and erosion of the Ganges river delta. The Rohingyas’ refugee camp has been squeezed onto a gigantic, eroding, muddy slope that contains nearly no vegetation. However, Bangladesh is majority Muslim, so while the Rohingya may starve, they won’t be shot to death by marauding armies. Both authors of this exquisite (and excruciating) account teach at Georgia Southern University in Savannah, Georgia, Roy as an associate professor of International Studies and Asian politics, and Pedron as a graduate student; Roy originally hails from very eastern India, close to both Myanmar and Bangladesh, so he has special insight into the context of one of the most brutal genocides of our time, or any other. This is our case describing the problems that nationalism has and will pose for the sustainability of the Earth as our little blue-and-green orb becomes more crowded over time. The old ways, in which national arguments often end in devastating wars, are obsolete, given that the Earth and all the people, plants, and other animals that it sustains are faced with the existential threat of a climate crisis that within two centuries, more or less, will flood large parts of coastal cities, and endanger many species of plants and animals. To survive, we must listen to the Earth, and observe her travails, because they are increasingly our own.