04195nam 2201033 a 450 991078670830332120230725035502.00-520-95041-097866132785481-283-27854-510.1525/9780520950412(CKB)2670000000355369(EBL)718664(OCoLC)739107716(SSID)ssj0000524743(PQKBManifestationID)11345904(PQKBTitleCode)TC0000524743(PQKBWorkID)10488463(PQKB)11468374(StDuBDS)EDZ0000084724(MiAaPQ)EBC718664(MdBmJHUP)muse30851(DE-B1597)520264(DE-B1597)9780520950412(Au-PeEL)EBL718664(CaPaEBR)ebr10480819(CaONFJC)MIL327854(EXLCZ)99267000000035536920110222d2011 uy 0engur||#||||||||txtccrPedagogy for religion[electronic resource] missionary education and the fashioning of Hindus and Muslims in Bengal /Parna SenguptaBerkeley University of California Pressc20111 online resource (223 p.)Description based upon print version of record.0-520-26829-6 0-520-26831-8 Includes bibliographical references and index.The molding of native character -- A curriculum for religion -- An object lesson in colonial pedagogy -- The schoolteacher as modern father -- Teaching gender in the colony -- Mission schools and Qur'an schools -- Conclusion : pedagogy for tolerance.Offering a new approach to the study of religion and empire, this innovative book challenges a widespread myth of modernity-that Western rule has had a secularizing effect on the non-West-by looking closely at missionary schools in Bengal. Parna Sengupta examines the period from 1850 to the 1930's and finds that modern education effectively reinforced the place of religion in colonial India. Debates over the mundane aspects of schooling, rather than debates between religious leaders, transformed the everyday definitions of what it meant to be a Christian, Hindu, or Muslim. Speaking to our own time, Sengupta concludes that today's Qur'an schools are not, as has been argued, throwbacks to a premodern era. She argues instead that Qur'an schools share a pedagogical frame with today's Christian and Muslim schools, a connection that plays out the long history of this colonial encounter.EducationIndiaBengalHistoryHindusEducationIndiaBengalHistoryMuslimsEducationIndiaBengalHistoryChurch schoolsIndiaBengalHistorybengal.christianity.colonial india.colonialism.comparative religion.contemporary perspective.global christianity.hinduism.hindus.historical.imperialism.islam.missionaries.missionary schools.modern education.modernization.muslims.nonfiction.pedagogical.political.quran schools.religious education.religious historians.religious leaders.religious scholars.religious studies.retrospective.secularization.western perspective.EducationHistory.HindusEducationHistory.MuslimsEducationHistory.Church schoolsHistory.371.071/25414Sengupta Parna1971-1560607MiAaPQMiAaPQMiAaPQBOOK9910786708303321Pedagogy for religion3826720UNINA03387nam 22006615 450 991030050630332120230810193005.09783319716312331971631X10.1007/978-3-319-71631-2(CKB)4100000003359235(MiAaPQ)EBC5359110(DE-He213)978-3-319-71631-2(PPN)259466875(Perlego)3494873(EXLCZ)99410000000335923520180425d2018 u| 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierWhy Paramilitary Operations Fail /by Armin Krishnan1st ed. 2018.Cham :Springer International Publishing :Imprint: Palgrave Macmillan,2018.1 online resource (264 pages)9783319716305 3319716301 1. What Are Paramilitary Operations? -- 2. A Short History of U.S. Paramilitary Operations -- 3. Conducting Paramilitary Operations -- 4. Dilemmas of Secrecy -- 5. Accountability in Paramilitary Operations -- 6. Critical Loss of Control -- 7. War Crimes and Criminal Conduct -- 8. Endgames and Outcomes -- 9. The Disposal Problem -- 10. New Developments.This book analyzes U.S. pro-insurgency paramilitary operations (PMOs) or U.S. proxy warfare from the beginning of the Cold War to the present and explains why many of these operations either failed entirely to achieve their objective, or why they produced negative consequences that greatly diminished their benefits. The chapters cover important aspects of what PMOs are, the history of U.S. PMOs, how they function, the dilemmas of secrecy and accountability, the issues of control, criminal conduct, and disposal of proxies, as well as newer developments that may change PMOs in the future. The author argues that the general approach of conducting PMOs as covert operations is inherently flawed since it tends to undermine many possibilities for control over proxies in a situation where the interests of sponsors and proxies necessarily diverge on key issues. Armin Krishnan is Assistant Professor and Director of the Security Studies Program at East Carolina University, USA.Security, InternationalPolitics and warInternational relationsAmericaPolitics and governmentPeaceInternational Security StudiesMilitary and Defence StudiesForeign PolicyAmerican PoliticsInternational Relations TheoryPeace and Conflict StudiesSecurity, International.Politics and war.International relations.AmericaPolitics and government.Peace.International Security Studies.Military and Defence Studies.Foreign Policy.American Politics.International Relations Theory.Peace and Conflict Studies.327.1273Krishnan Arminauthttp://id.loc.gov/vocabulary/relators/aut863812BOOK9910300506303321Why Paramilitary Operations Fail1927950UNINA