Global Civil Society 2011 combines activist and academic accounts of contemporary struggles to promote, negotiate and deliver justice in a global frame without a central authority. In their engagement with cultural diversity and their networked communication the contributors rethink and remake justice beyond the confines of the nation state.
A Royal Air Force pilot recounts his service flying Tornados over Cold War-era Germany and post-Gulf War Iraq in this thrilling military memoir. After achieving a boyhood ambition to qualify as an RAF pilot, Michael Napier was posted to RAF Bruggen in Germany where he spent five years flying Tornado GR1s at the height of the Cold War. Always exhilarating and often dangerous, Michael Napier’s Tornado flying ranged from ‘routine’ low-flying in continental Europe and the UK to air combat maneuvering in Sardinia and the ultra-realistic Red Flag exercises in the United States. From a struggling first-tourist to a respected four-ship leader, Napier became an instructor at the Tactical Weapons Unit at RAF Chivenor. He later returned to flying the Tornado at Bruggen as a Flight Commander shortly after the Gulf War, flying a number of operational sorties over Iraq, which included leading air-strikes against Iraqi air defense installations as part of major Coalition operations. With candor and vivid detail, Napier offers an insider’s look at one of the RAF’s legendary, now retired, Torando aircraft.
Disrupting Hate in Education aims to identify and respond to the ideological forms of hate and fear that are present in schools, which echo larger nativist and populist agendas. Contributions to this volume are international in scope, providing powerful examples from US schools and communities, examining anti-extremism work in the UK, the "saffronization" of schools in India, struggles to re-orient the villainization of teachers in Brazil, and more. Written by a dynamic group of activist educators and critical researchers, chapters demonstrate how conservative mobilizations around collective identities gain momentum, and how these mobilizations can be interrupted. Out of these interruptions come new opportunities to practice a critically democratic education that hinges upon risk-taking, deep dialogue, and creating a space for common dignity.