Based on long-term ethnographic engagement with Alutiiq/Sugpiaq communities in Southwest Alaska, this book explores the interrelationship of cultural heritage, (de)colonialism, environmentalism, political agency, and the representation of Indigenous identity in museums.

Drawing on anthropological and social theory, Mason shows how Alutiiq/Sugpiaq identity and heritage have been collaboratively shaped across community, institutional, and corporate settings as a means of negotiating relations between Indigenous traditions and the conditions of late industrial life. In doing so, the book demonstrates that cultural heritage operates as a vital domain of political expression and collective action through which Kodiak Islanders sustain autonomy, articulate values, and advance their own visions of modernity.

This work will be of interest to academics and researchers with interests in Arctic communities, Arctic politics, cultural heritage, and Indigenous identity.

How Spanish and Portuguese colonialism shaped our conception of whiteness

A landmark treatment of a pivotal historical question, Reckoning with Race in New Worlds reveals how the empires of Spain and Portugal debated and came to determine who was white and who was not during their colonial era. How did free people with partial Native American, Asian, or African lineage either become or cease to be blancos or brancos-white people? Ruth Hill explains how, in unexpected ways, science and religion joined forces in the early modern era to shape the concepts of purity, mixture, and degeneration that would decide these questions. Fixing the thresholds of whiteness-degrees of blood, generations spent in a foreign environment-instigated centuries-long controversies with enormous consequences. By putting into dialogue archival sources as well as extensive engagement with secondary literature, paintings, and maps, Reckoning with Race in New Worlds crafts a history of human diversity in the colonial era, with profound implications for our understandings of the natural and social sciences and of our racial present.

White moderates have been a hidden obstacle to black-white equality in the United States for over two centuries. This book offers the first philosophical critique of their role in impeding racial progress and perpetuating black-white inequality.

Taking his cue from Martin Luther King Jr.'s Letter from Birmingham Jail, the author defines white moderates as those who embrace the need for progress while opposing immediate action due to fears of social disorder. By acting on these commitments, they have contributed to the persistence of both moral and material inequality. The goal of this book is to diagnose and critique the white moderates' philosophical position. It argues that white moderates have crafted unreasonable compromises in response to legitimate calls for reform. In doing so, they support social closure: practices of hoarding and exploitation that sustain black-white inequality. The book then turns to the moderates' own case for incrementalism, reconstructing it as a four-premise argument: radical change provokes catastrophic violence, is otherwise unpredictable, cannot secure durable consensus, whereas incremental gains justify their short-term costs. The books alleges this case is mistaken on both historical and moral grounds. It rests on an unduly narrow conception of radicalism; a more accurate conception reveals that truth-telling, institution-building, and norm-contestation have all won lasting progress. Moderates reason from a false baseline that ignores the ongoing violence of an unjust status quo; they treat delay as neutral when it actively entrenches closure; they overstate the durability of their own brittle compromises; and they wrongly require individuals to forfeit their lifetime to a deferred collective good. Thus, amid deep-seated social closure, moderation is ineffective and not morally compelling. In these respects, white moderates are a significant impediment to equality.

The White Moderate: Why Racial Equality Demands Radicalism will appeal to researchers and students working in ethics, social and political philosophy, philosophy of race, critical race theory, and African American politics.

Taking a future-facing approach, this book provides a timely evaluation of the Teaching Performance Assessment (TPA), which utilises the Assessment for Graduate Teaching (AfGT) as an instrument for assessing pre-service teachers' classroom readiness in Australia. Against a backdrop of teacher shortages prompting a range of alternate measures to fast-track new teachers, GenAI challenging assessment processes, and a national cross-TPA moderation process under development, this edited collection examines the TPA's role as a quality assurance measure for improving education.

Organised into three sections, the text addresses the current TPA landscape, its implementation and impacts, and the possibilities and challenges ahead in a rapidly changing teacher education landscape. Collating diverse research from 30 scholars directly involved in implementing the TPA and AfGT across initial teacher education (ITE) courses, this book presents a nuanced picture of the TPA and highlights critical design features for ongoing improvement.

This is an invaluable resource for teacher educators, postgraduate students, and researchers of education interested in the development of teacher effectiveness, as well as those in educational administration and policy development overseeing initial teacher education.

Bullying affects children's well-being, academic success, and social development. This practical handbook equips teachers and parents with the knowledge, skills, and strategies they need to help prevent and address bullying in schools.

The book offers an evidence-based, structured approach to help teachers recognize, intervene in, and prevent bullying behaviors. Developed from an Erasmus project involving a consortium of schools, universities, and social organisations, the book shows how schools can create a safer, more inclusive environment where students feel protected and supported. Chapters combine theory, pedagogical strategies, real-life scenarios, and hands-on activities and are designed for flexible implementation either through self-study or as part of guided professional development.

Chapters cover:

* Understanding the causes of bullying - unpacking the psychological, social, and environmental factors that contribute to bullying behaviours.

* Enhancing classroom management - establishing positive discipline strategies and creating a safe classroom environment.

* Improving teacher-student relationships - strengthening communication and emotional accessibility between teachers and students to build trust and encourage open discussions.

* Developing effective intervention strategies - how to identify, respond to, and prevent bullying incidents, ensuring early intervention and support for all students involved.

* Collaborating with parents and communities - encouraging cooperation between educators, parents, and communities to create a unified anti-bullying framework in schools.

* Supporting student resilience - teaching students social-emotional learning (SEL) skills that promote self-confidence, healthy peer interactions, and constructive conflict resolution.

Providing readers with a solid understanding of bullying and a wide range of actionable and easy-to-implement strategies to improve school climate and student well-being, this is essential reading for teachers and school leaders.