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Decolonizing the History Curriculum in Malaysia and Singapore is a unique study in the history of education because it examines decolonization in terms of how it changed the subject of history in the school curriculum of two colonized countries - Malaysia and Singapore. Blackburn and Wu's book analyzes the transition of the subject of history from colonial education to postcolonial education, from the history syllabus upholding the colonial order to the period after independence when the history syllabus became a tool for nation-building. Malaysia and Singapore are excellent case studies of this process because they once shared a common imperial curriculum in the English language schools that was gradually 'decolonized' to form the basis of the early history syllabuses of the new nation-states (they were briefly one nation-state in the early to mid-1960s). The colonial English language history syllabus was 'decolonized' into a national curriculum that was translated for the Chinese, Malay, and Tamil schools of Malaysia and Singapore. By analyzing the causes and consequences of the dramatic changes made to the teaching of history in the schools of Malaya and Singapore as Britain ended her empire in Southeast Asia, Blackburn and Wu offer fascinating insights into educational reform, the effects of decolonization on curricula, and the history of Malaysian and Singaporean education.

\"Conversations at the Crossroads\" is an interlogue between Indigenous and Black writers and scholars who gathered at Simon Fraser University on the unceded, ancestral territories of the Musqueam, Squamish, and Tsleil Waututh Nations in Vancouver, British Columbia. The purpose of the gathering was to contest and revitalize those critical frameworks that best reflect the complex and longstanding alliances in Black and Indigenous histories, futures, literatures, and experiences. While dialogues across these diverse communities have been going on for a long time, they have not always been foregrounded adequately in public debates and academic discussions. These conversations demonstrate that the language for conceiving and mobilizing comparative studies has changed—to a large extent because Indigenous and Black scholars and writers have pushed to change it and to challenge the power relationships underpinning academic disciplines. Each of the participants reflects deeply on the limits and opportunities of the available theoretical frameworks to reignite conversations between scholarly fields in general, and across postcolonial studies, Indigenous studies, and Black studies in particular.

The debate on urban commons yields relevance for shared histories and heritage in divided and post-conflict societies. Albeit memory is always subjective, heritage management tends to engender a linear view of the past that suggests a preconceived future development. Where the past is denigrated to prove the impossibility of ethnoreligious communities’ coexistence even though they have lived together peacefully for centuries, it risks corroborating us-them divisions for posterity and undermines reconciliation and peacebuilding. In this historically informed article, we argue that urban change in Lahore since 1947 has gone hand in hand with the purposive destruction of the common heritage shared by India and Pakistan. This interpretation of the past for the future reflects different forms of violence that surface in heritage management. Based on empirical data collected on heritage practices in the Old City of Lahore, Pakistan, we analyse the approach of the Walled City of Lahore Authority towards heritage management. Our focus on ignored dimensions and objects of heritage sheds light on the systematic denial of a shared history with Hindus and Sikhs before and during the 1947 partition of British India. This partial ignorance and the intentional neglect, for instance, of housing premises inhabited once by Hindus and other non-Muslim minorities, prevent any constructive confrontation with the past. By scrutinising the relationship between urban change, nostalgia, memory and heritage, this article points out that heritage management needs to be subjected to a constructive confrontation with the past to pave the ground for future reconciliation.

Larval dispersal is disproportionately important for marine population ecolgy and evolution, yet our inability to track individuals severely constrains our understanding of this key process. We analyze otoliths of a small reef fish, the common triplefin (Forsterygion lapillum), to reconstruct individual dispersal histories and address the following questions: (1) How many discrete sets of dispersal histories (dispersal cohorts) contribute to replenishment of focal populations; (2) When do dispersal cohorts converge (a metric of shared dispersal histories among cohorts); and (3) Do these patterns predict spatiotemporal variation in larval supply? We used light traps to quantify larval supply, and otolith microstructure and microchemistry (using laser ablation inductively coupled plasma mass spectrometry; LA‐ICP‐MS) to reconstruct daily environmental histories of individuals in their 30‐d lead‐up to settlement. Our results indicate that a variable number of dispersal cohorts replenish focal populations (range of 2–8, mean of 4.3, standard deviation of 2.8). Convergence times varied (from 0 to >30 d prior to settlement), and larval supply was negatively correlated with cohort evenness but not with the number of cohorts, or when they converged, indicating disproportionately large contributions from some cohorts (i.e., sweepstakes events). Collectively, our results suggest that larval reef fishes may variably disperse in shoals, to drive local replenishment and connectivity within a metapopulation.

Outside the Antipodes, Australian archaeology is best known as an archaeology of the distant Palaeolithic past. However, where communities have been closely involved in developing and undertaking archaeological research programs, the focus of archaeological research has been radically different, often dealing with the archaeology of the recent, remembered past and crossing disciplinary boundaries between Aboriginal and historical archaeology. Distinguishing between 'community-based archaeology' and reactive or 'consent-based' community involvement in archaeology,this paper reviews the state of archaeology and its engagement with communities in Australia. Through several case studies in both indigenous and post-contact archaeology, it demonstrates the way in which community-based research and practise is changing what it is we think of as 'archaeology' in Australia.

Folie à deux (FAD) is a clinical condition that was first described by Lasègue and Falret in 19th century. They reported a rare condition where two or more people shared delusional ideas from a person to another. Nowadays a trace of this historical diagnosis and its theoretical framework, could be found on ICD-10 where FAD is translated in “Shared Psychotic Disorder”. Given the lack of literature and a well-defined set of symptoms it is hard to detect the clinical limits of FAD. Furthermore, the complex of comorbidities could lead to a misdiagnosis. In this paper we report a peculiar case of FAD with an historical focus trying to give a wider point of view and tools to recognize this unconventional psychiatric diagnosis.

Minimal peace building during a violent conflict is suggested as a strategy for future post-conflict peace processes. This paper describes a process of five workshops in which Palestinian and Jewish-Israeli teachers developed a joint school textbook of two narratives (an Israeli and a Palestinian) in regard to three dates in their mutual conflict: the Balfour Declaration, the 1948 war and the 1987 Intifada. The teachers developed these two narratives to be taught in their classrooms. All these activities took place under severe conditions of asymmetry of power relations of occupation (of the Palestinians) and of suicide bombers (against Israelis) throughout the project. The Two-State solution requires in our view textbooks of two narratives, so students learn to respect the narrative of the \"Other\".

This chapter contains sections titled: The Turing Machine Mind (TMM) as Cognitive Architecture Three Theoretical Impasses Introduced by the TMM The Distributed Cognition Mind (DCM) Unraveling the TMM Moving on from the TMM References

Duoethnography, described by Norris and Sawyer (2012) as the juxtaposition of differing personal narratives, converges to provide “multiple understandings” (p. 9) of an event. The event of this duoethnography consisted of a year-long exploration of the topic of one basic tenet of humanity, personal vulnerability, especially within our vocation as professors within a college of education.

This chapter contains sections titled: Myth or History? Categories Ancient and Modern Myth as Foundation and Background to the Perception of History Myth as Stand‐in for History Conclusion: Myth as Conscious and Unconscious Shaper of Narrative Further Reading