Totally revised new edition Focuses on the everyday language Practices all four skills: listening, speaking, reading, writing Clear grammar points Exercises and revision lessons to check progress
In this book I have aimed at completeness in the sense that all publications known to me, which are wholly or partly devoted to Malay and Bahasa Indonesia (B.I.), or are important for the study of these languages, have been included. Popular publications in non-professional periodicals have been included only exceptionally. All the publications mentioned in the text are incorporated in the Bibliography (p. 91-157). The countless articles in four post-war, semi-professional periodicals in :'1alaya and Indonesia, Dewan Bahasa, Pembina Bahasa Indonesia. 11:1 edan Bahasa, Bahasa dan Budaja, are not mentioned separately in the Bibliography, but sections 33 to 36 contain a survey, as complete and systematic as possible, of the contents of these periodicals in so far as they pertain to the Malay language; nor have I discussed in the text or incorporated in the Bibliography several hundreds of titles of practical textbooks or school-books of Malay or B.I. which are of no importance to the scientific study of these language. These titles have been entered in a separate Appendix (p. 158--171). The fact that completeness was aimed at certainly does not mean that it has been achieved. Especially various recent writings from Indonesia and Malaya may have escaped my attention. Experience has also proved that publications on Malay sometimes appear in the most unexpected places. The qualification above: "publications ... devoted to ... , or impor tant for the study of" Malay and B.I. has been taken in a wide sense.
High Impact Educational Practices (HIEPs) have been extensively tested as compelling pedagogies for university students from an array of backgrounds, especially for the underprepared, and those with limited opportunity for high-impact learning experiences. This handbook is written with our firm belief that while higher education practitioners around the world are focused on improving student outcomes, not many have access to a better understanding of the conceptual foundations, empirical research and best practices in student engagement and high impact educational pedagogies. In this book, we unpack the essential conceptual constructs around the notions of student engagement to encourage readers to purposefully add HIEPs to their pedagogical repertoire and engage in Scholarship of Teaching and Learning (SoTL) practices.
The global is an instituted perspective, not just an empirical process. Adopted initially by the British in order to make sense of their polyglot territorial empire, the global perspective served to make heterogeneous spaces and nonwhite subjects "legible," and in effect produced the regions it sought merely to describe. The global was the dominant perspective from which the world was produced for representation and control. It also set the terms within which subjectivity and history came to be imagined by colonizers and modern anticolonial nationalists. In this book, Sanjay Krishnan demonstrates how ideas of the global took root in eighteenth- and nineteenth-century descriptions of Southeast Asia. Krishnan turns to the works of Adam Smith, Thomas De Quincey, Abdullah bin Abdul Kadir, and Joseph Conrad, four authors who discuss the Malay Archipelago during the rise and consolidation of the British Empire. These works offer some of the most explicit and sophisticated discussions of the world as a single, interconnected entity, inducting their readers into comprehensive and objective descriptions of the world. The perspective organizing these authors' conception of the global-the frame or code through which the world came into view-is indebted to the material and discursive possibilities set in motion by European conquest. The global, therefore, is not just a peculiar mode of thematization; it is aligned to a conception of historical development unique to European colonial capitalism. Krishnan troubles this dominant perspective. Drawing on the poststructuralist and postcolonial approaches of Jacques Derrida, Michel Foucault, and Gayatri Chakravorty Spivak, and challenging the recent historiography of empire and economic histories of globalization, he elaborates a bold new approach to the humanities in the age of globalization.
Terrains of Exchange offers a bold new paradigm for understanding the expansion of Islam in the modern world. Through the model of religious economy, it traces the competition between Muslim, Christian and Hindu religious entrepreneurs that transformed Islam into a proselytising global brand. Drawing Indian, Arab, Iranian and Tatar Muslims together with Scottish missionaries and African-American converts, Nile Green brings to life the local sites of globalisation where Islam was repeatedly reinvented in modern times. Evoking terrains of exchange from Russia's imperial borderlands to the factories of Detroit and the ports of Japan, he casts a microhistorian's eye on the innovative new Islams that emerged from these sites of contact. Drawing on a multilingual range of materials, the book challenges the idea that globalisation has given rise to a unified "global Islam." Instead, it reveals the forces behind the fracturing of Islam in the hands of feuding and fissiparous "'religious firms". Terrains of Exchange not only presents global history as Islamic history. It also reveals the forces of that history at work in the world today.