The National Bestseller

Focused and persuasive... Bray's book is many things: the first English-language transnational history of antifa, a how-to for would-be activists, and a record of advice from anti-Fascist organizers past and present.--THE NEW YORKER

As long as there has been fascism, there has been anti-fascism -- also known as antifa. Born out of resistance to Mussolini and Hitler, the antifa movement has suddenly burst into the headlines amidst opposition to the Trump administration and the alt-right.

In a smart and gripping investigation, historian and activist Mark Bray provides a detailed survey of the full history of anti-fascism from its origins to the present day -- the first transnational history of postwar anti-fascism in English. Today, critics say shutting down political adversaries is anti-democratic; antifa adherents argue that the horrors of fascism must never be allowed the slightest chance to triumph again. Bray amply demonstrates that antifa simply aims to deny fascists the opportunity to promote their oppressive politics, and to protect tolerant communities from acts of violence promulgated by fascists.

Based on interviews with anti-fascists from around the world, Antifa details the tactics of the movement and the philosophy behind it, offering insight into the growing but little-understood resistance fighting back against fascism in all its guises.

One of the earliest global Human Rights campaigns was launched to defend the rights of anarchists from state repression.

Anarchist bombings in theaters and cafes in the 1890s provoked mass arrests, the passage of harsh anti-anarchist laws, and executions in France and Spain. Yet, far from a marginal phenomenon, this first international terrorist threat had profound ramifications for the broader development of human rights, as well as modern global policing, and international legislation on extradition and migration. A transnational network of journalists, lawyers, union activists, anarchists, and other dissidents related torture in the Spanish homeland to brutal suppression of colonial revolts in Cuba and the Philippines to craft a nascent human rights movement against the revival of the Inquisition. Ultimately their efforts compelled the monarchy to accede in the face of unprecedented global criticism.

The Anarchist Inquisition explores the groundbreaking transnational human rights campaigns that emerged in response to a brutal wave of repression unleashed by the Spanish state. This repression sought to quash anarchist activities at the turn of the twentieth century. Mark Bray guides readers through this tumultuous era--from backroom meetings in Paris and torture chambers in Barcelona to international antiterrorist conferences in Rome and human rights demonstrations in Buenos Aires.

Bray draws a vivid picture of the assassins, activists, torturers, and martyrs whose struggles set the stage for a previously unexamined era of human rights mobilization. Rather than assuming that human rights struggles and terrorism are inherently contradictory forces, The Anarchist Inquisition analyzes how these two modern political phenomena worked in tandem to constitute dynamic campaigns against Spanish atrocities. The paperback edition contains an additional chapter not found in the original cloth edition.

Translating Anarchy tells the story of the anti-capitalist anti-authoritarians of Occupy Wall Street who strategically communicated their revolutionary politics to the public in a way that was both accessible and revolutionary. By translating their ideas into everyday concepts like community empowerment and collective needs, these anarchists sparked the most dynamic American social movement in decades.
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Approaches and methods in comparative education are of obvious importance, but do not always receive adequate attention. This second edition of a well-received book, containing thoroughly updated and additional material, contributes new insights within the longstanding traditions of the field.

A particular feature is the focus on different units of analysis. Individual chapters compare places, systems, times, cultures, values, policies, curricula and other units. These chapters are contextualised within broader analytical frameworks which identify the purposes and strengths of the field. The book includes a focus on intra-national as well as cross-national comparisons, and highlights the value of approaching themes from different angles. As already demonstrated by the first edition of the book, the work will be of great value not only to producers of comparative education research but also to users who wish to understand more thoroughly the parameters and value of the field.

Este texto que hoy podemos disfrutar en castellano, hace su aporte en el mundo de la investigaci n educativa, sistematizando el campo de la educaci n comparada, especialmente a nivel metodol gico, en tiempos en que ste cobra nuevo impulso en Argentina pero tambi n en la regi n. Sin tratarse de un manual, es un riguroso estudio acerca de las nuevas posibilidades que ofrece la educaci n comparada respecto de las unidades de an lisis de la investigaci n, de las metodolog as, de los objetos de comparaci n y del alcance de los estudios. Posee, adem s, la muy bienvenida virtud de conciliar la historia de la investigaci n con las tendencias actuales en el campo. En definitiva, una curiosa e imprescindible s ntesis de historia y estado del arte de la investigaci n en educaci n comparada. Por tanto, un material invaluable para la formaci n de estudiantes de educaci n comparada tanto de nivel de grado como de posgrado, y de consulta y estudio para especialistas e investigadores en la tem tica. Es de esperar que la producci n acad mica y profesional derivada del libro fortalezca, tambi n, la eficacia en la implementaci n de cambios en los sistemas educativos, en las instituciones y en los procesos de ense anza-aprendizaje a fin de que mejoren su calidad y grado de democratizaci n. Un material que hasta su edici n en 2007, no pose amos y cuya difusi n se potencia con esta nueva edici n en lengua espa ola.

Approaches and methods in comparative education are of obvious importance, but do not always receive adequate attention. This second edition of a well-received book, containing thoroughly updated and additional material, contributes new insights within the longstanding traditions of the field.

A particular feature is the focus on different units of analysis. Individual chapters compare places, systems, times, cultures, values, policies, curricula and other units. These chapters are contextualised within broader analytical frameworks which identify the purposes and strengths of the field. The book includes a focus on intra-national as well as cross-national comparisons, and highlights the value of approaching themes from different angles. As already demonstrated by the first edition of the book, the work will be of great value not only to producers of comparative education research but also to users who wish to understand more thoroughly the parameters and value of the field.

Contributors to this special issue of Radical History Review study histories of fascism and antifascism after 1945 to show how fascist ideology continues to circulate and be opposed transnationally despite its supposed death at the end of World War II. The essays cover the use of fascism in the 1970s construction of the Latinx Left, the connection of antifascism and anti-imperialism in 1960s Italian Communist internationalism, post-dictatorship Argentina and the transhistorical alliance between Las Madres and travest activism, cultures of antifascism in contemporary Japan, and global fascism as portrayed through the British radical right's attempted alliance with Qathafi's Libya. The issue also includes a discussion about teaching fascism through fiction in the age of Trump, a reflection on the practices of archiving and displaying antifascist objects to various publics, and reviews of recent works on antifascism, punk music, and the Rock Against Racism movement.

Contributors. Benjamin Bland, Mark Bray, Rosa Hamilton, Jessica Namakkal, Giulia Ricc , Cole Rizki, Eric Roubinek, Antonino Scalia, Stuart Schrader, Vivian Shaw, Michael Staudenmaier

The Anarchist Inquisition explores the groundbreaking transnational human rights campaigns that emerged in response to a brutal wave of repression unleashed by the Spanish state to quash anarchist activities at the turn of the twentieth century. Mark Bray guides readers through this tumultuous era--from backroom meetings in Paris and torture chambers in Barcelona, to international antiterrorist conferences in Rome and human rights demonstrations in Buenos Aires.

Anarchist bombings in theaters and cafes in the 1890s provoked mass arrests, the passage of harsh anti-anarchist laws, and executions in France and Spain. Yet, far from a marginal phenomenon, this first international terrorist threat had profound ramifications for the broader development of human rights, as well as modern global policing, and international legislation on extradition and migration. A transnational network of journalists, lawyers, union activists, anarchists, and other dissidents related peninsular torture to Spain's brutal suppression of colonial revolts in Cuba and the Philippines to craft a nascent human rights movement against the revival of the Inquisition. Ultimately their efforts compelled the monarchy to accede in the face of unprecedented global criticism.

Bray draws a vivid picture of the assassins, activists, torturers, and martyrs whose struggles set the stage for a previously unexamined era of human rights mobilization. Rather than assuming that human rights struggles and terrorism are inherently contradictory forces, The Anarchist Inquisition analyzes how these two modern political phenomena worked in tandem to constitute dynamic campaigns against Spanish atrocities.

Recent years have brought global expansion of private supplementary tutoring alongside regular school systems. This expansion has far-reaching implications for the nurturing of new generations, for social and economic development, and for the operation of school systems. Some dimensions are positive while other dimensions are problematic. Supplementary tutoring is especially visible in Asia. The formats of tutoring range from one-to-one provision to large classes. Some tutoring is provided by teachers and by specialist companies, while other tutoring is provided informally by university students and others. Using a comparative lens, this book examines possible government responses to the expansion of private supplementary tutoring. In general, the book suggests, the sector should be given more attention. The work shows wide diversity in the regulations introduced by governments in the Asian region. It notes not only that these governments can learn much from each other, but also that policy makers in other parts of the world can usefully look at patterns in Asia. The book also stresses the value of partnerships between governments, tutoring providers, schools, teachers' unions, and other bodies.

Private supplementary tutoring, widely known as shadow education because of the way that it mimics mainstream schooling, has greatly expanded worldwide. It consumes considerable family resources, provides employment for tutors, occupies the time of students, and has a backwash on regular schools. Although such tutoring has become a major industry and a daily activity for students, tutors and families, the research literature has been slow to catch up with the phenomenon. The topic is in some respects difficult to research, precisely because it is shadowy. Contours are indistinct, and the actors may hesitate to share their experiences and perspectives. Presenting methodological lessons from diverse cultures, the book contains chapters from both high-income and low-income settings in Asia, Caribbean, Europe and the Middle East. Separately and together, the chapters present valuable insights into the design and conduct of research. The book will assist both consumers and producers of research. Consumers will become better judges of the strengths, weaknesses and orientations of literature on the theme; and producers will gain insights for design of instruments, collection of data, and interpretation of findings.

The editors: Mark Bray is UNESCO Chair Professor in Comparative Education at the University of Hong Kong. Ora Kwo is an Associate Professor in the Comparative Education Research Centre at the University of Hong Kong. Boris Jokic is a Scientific Associate in the Centre for Educational Research and Development at the Institute for Social Research in Zagreb, Croatia.

This book is the second edition of a volume published in 1997. Substantially revised and expanded, it throws new light on the links between education and political transition in a dynamic part of the world. Themes addressed by the book include globalisation, internationalisation and localisation; democratisation and nationalisation; colonial and postcolonial transitions; and liberal versus democratic approaches. Individual chapters focus on mainland China, Hong Kong, Korea, Macau, Mongolia, Singapore and Taiwan. Reviewing the first edition, Philip Altbach commented in the Asia Pacific Journal of Education (Vol.18, No.2) that these are very worthwhile essays that add significantly to our knowledge of ... the region. Readers will find the second edition an even stronger contribution to the field.

This volume offers insights into the role of private supplementary tutoring in the Middle East, and its far-reaching implications for social structures and mainstream education. Around the world, increasing numbers of children receive private tutoring to supplement their schooling. In much of the academic literature this is called shadow education because the content of tutoring commonly mimics that of schooling: as the curriculum changes in the schools, so it changes in the shadow.

While much research and policy attention has focused on private tutoring in East Asia and some other world regions, less attention has been given to the topic in the Middle East. Drawing on both Arabic-language and English-language literature, this study commences with the global picture before comparing patterns within and among 12 Arabic-speaking countries of the Middle East. It presents the educational and cultural commonalities amongst these countries, examines the drivers of demand and supply of shadow education, and considers the dynamics of tutoring and how it impacts on education in schools.

In addition to its pertinence within the Middle East itself, the book will be of considerable interest to academics and education policy makers broadly concerned with changing roles of the state and private sectors in education.

The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This volume offers insights into the role of private supplementary tutoring in the Middle East, and its far-reaching implications for social structures and mainstream education. Around the world, increasing numbers of children receive private tutoring to supplement their schooling. In much of the academic literature this is called shadow education because the content of tutoring commonly mimics that of schooling: as the curriculum changes in the schools, so it changes in the shadow.

While much research and policy attention has focused on private tutoring in East Asia and some other world regions, less attention has been given to the topic in the Middle East. Drawing on both Arabic-language and English-language literature, this study commences with the global picture before comparing patterns within and among 12 Arabic-speaking countries of the Middle East. It presents the educational and cultural commonalities amongst these countries, examines the drivers of demand and supply of shadow education, and considers the dynamics of tutoring and how it impacts on education in schools.

In addition to its pertinence within the Middle East itself, the book will be of considerable interest to academics and education policy makers broadly concerned with changing roles of the state and private sectors in education.

The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

Private supplementary tutoring, widely known as shadow education because of the way that it mimics mainstream schooling, has greatly expanded worldwide. It consumes considerable family resources, provides employment for tutors, occupies the time of students, and has a backwash on regular schools. Although such tutoring has become a major industry and a daily activity for students, tutors and families, the research literature has been slow to catch up with the phenomenon. The topic is in some respects difficult to research, precisely because it is shadowy. Contours are indistinct, and the actors may hesitate to share their experiences and perspectives. Presenting methodological lessons from diverse cultures, the book contains chapters from both high-income and low-income settings in Asia, Caribbean, Europe and the Middle East. Separately and together, the chapters present valuable insights into the design and conduct of research. The book will assist both consumers and producers of research. Consumers will become better judges of the strengths, weaknesses and orientations of literature on the theme; and producers will gain insights for design of instruments, collection of data, and interpretation of findings.

The editors: Mark Bray is UNESCO Chair Professor in Comparative Education at the University of Hong Kong. Ora Kwo is an Associate Professor in the Comparative Education Research Centre at the University of Hong Kong. Boris Jokic is a Scientific Associate in the Centre for Educational Research and Development at the Institute for Social Research in Zagreb, Croatia.

At the beginning of the 21st century, new features have emerged within the field of comparative education. Some of these features result from new technologies, while others reflect political transitions and the forces of globalisation. The field embraces new insights on cultures, and scholars are exploring diverse units of analysis.

This book presents perspectives on these changes while noting various continuing traditions. Its contributors come from a wide range of countries and contexts, and present their work within a framework set by the 11th congress of the World Council of Comparative Education Societies (WCCES). The book makes a valuable methodological as well as a conceptual contribution to the field.