As you travel Africa, you will find the way of ubuntu - the universal bond that connects all of humanity as one.

At the age of twenty-eight, while sitting in a friend's backyard in the remote mining township of Jabiru, Heather Ellis has a light-bulb moment: she is going to ride a motorcycle across Africa. The idea just feels right - no matter that she's never done any long-distance motorcycle travelling before, and has never even set foot on the African continent. Twelve months later, Heather unloads her Yamaha TT600 at the docks in Durban, South Africa, and her adventure begins.

Her travels take her to the dizzying heights of Mt Kilimanjaro and the Rwenzori Mountains, to the deserts of northern Kenya where she is befriended by armed bandits and rescued by Turkana fishermen, to a stand-off with four Ugandan men intent on harm, and to a voyage on a 'floating village' on the mighty Zaire River. Everywhere she goes Heather is aided by locals and travellers alike, who take her into their homes and hearts, helping her to truly understand the spirit of ubuntu - a Bantu word meaning 'I am because you are'.

Ubuntu is the extraordinary story of a young woman who, alone and against all odds, rode a motorcycle to some of the world's most remote, beautiful and dangerous places.

Heather Ellis has worked as a radiation safety technician, a motorcycle courier, a journalist for News Ltd and in communications for an NGO. She lives near Melbourne with her three children, and is currently writing the sequel to Ubuntu while working as a freelance journalist and professional speaker. And she still rides motorcycles.

A Cultural History of Education in the Age of Empire presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories.

The period between 1800 and 1920 was pivotal in the global history of education and witnessed many of the key developments which still shape the aims, context and lived experience of education today. These developments included the spread of state sponsored mass elementary education; the efforts of missionary societies and other voluntary movements; the resistance, agency and counter-initiatives developed by indigenous and other colonized peoples as well as the increasingly complex cross border encounters and movements which characterized much educational activity by the end of this period.

An essential resource for researchers, scholars, and students in history, literature, culture, and education.

A Cultural History of Education in the Age of Empire presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories.

The period between 1800 and 1920 was pivotal in the global history of education and witnessed many of the key developments which still shape the aims, context and lived experience of education today. These developments included the spread of state sponsored mass elementary education; the efforts of missionary societies and other voluntary movements; the resistance, agency and counter-initiatives developed by indigenous and other colonized peoples as well as the increasingly complex cross border encounters and movements which characterized much educational activity by the end of this period.

An essential resource for researchers, scholars, and students in history, literature, culture, and education.

This book offers the first in-depth study of the masculine self-fashioning of scientific practitioners in nineteenth and early twentieth-century Britain. Focusing on the British Association for the Advancement of Science, founded in 1831, it explores the complex and dynamic shifts in the public image of the British 'man of science' and questions the status of the natural scientist as a modern masculine hero. Until now, science has been examined by cultural historians primarily for evidence about the ways in which scientific discourses have shaped prevailing notions about women and supported the growth of oppressive patriarchal structures. This volume, by contrast, offers the first in-depth study of the importance of ideals of masculinity in the construction of the male scientist and British scientific culture in the nineteenth and early twentieth centuries. From the eighteenth-century identification of the natural philosopher with the reclusive scholar, to early nineteenth-century attempts to reinvent the scientist as a fashionable gentleman, to his subsequent reimagining as the epitome of Victorian moral earnestness and meritocracy, Heather Ellis analyzes the complex and changing public image of the British 'man of science'.

Developed out of a 2015 conference of the History of Education Society, UK, this book explores the interconnections between the histories of science, technologies and material culture, and the history of education. The contributions express a shared concern over the extent to which the history of science and technology and the history of education are too frequently written about separately from each other despite being intimately connected. This state of affairs, they suggest, is linked to broader divisions in the history of knowledge, which has, for many years, been carved up into sections reflective of the academic subject divisions that structure modern universities and higher education in the West. Most noticeably this has occurred with the history of science, but more recently the history of humanities has been divided as well.

The contributions to this volume demonstrate the diversity and originality of research currently being conducted into the connections between the history of science and the history of education. The importance of objects in teaching and their value as pedagogical tools emerges as a particularly significant area of research located at the intersection between the two fields of enquiry. Indeed, it is the materiality of education, a focus on the use of objects, pedagogical practices and particular spaces, which seems to offer some of the most promising avenues for exploring further the relationship between the histories of science and education. This book was originally published as a special issue of the History of Education.

This book offers the first in-depth study of the masculine self-fashioning of scientific practitioners in nineteenth and early twentieth-century Britain. Focusing on the British Association for the Advancement of Science, founded in 1831, it explores the complex and dynamic shifts in the public image of the British 'man of science' and questions the status of the natural scientist as a modern masculine hero. Until now, science has been examined by cultural historians primarily for evidence about the ways in which scientific discourses have shaped prevailing notions about women and supported the growth of oppressive patriarchal structures. This volume, by contrast, offers the first in-depth study of the importance of ideals of masculinity in the construction of the male scientist and British scientific culture in the nineteenth and early twentieth centuries. From the eighteenth-century identification of the natural philosopher with the reclusive scholar, to early nineteenth-century attempts to reinvent the scientist as a fashionable gentleman, to his subsequent reimagining as the epitome of Victorian moral earnestness and meritocracy, Heather Ellis analyzes the complex and changing public image of the British 'man of science'.

Developed out of a 2015 conference of the History of Education Society, UK, this book explores the interconnections between the histories of science, technologies and material culture, and the history of education. The contributions express a shared concern over the extent to which the history of science and technology and the history of education are too frequently written about separately from each other despite being intimately connected. This state of affairs, they suggest, is linked to broader divisions in the history of knowledge, which has, for many years, been carved up into sections reflective of the academic subject divisions that structure modern universities and higher education in the West. Most noticeably this has occurred with the history of science, but more recently the history of humanities has been divided as well.

The contributions to this volume demonstrate the diversity and originality of research currently being conducted into the connections between the history of science and the history of education. The importance of objects in teaching and their value as pedagogical tools emerges as a particularly significant area of research located at the intersection between the two fields of enquiry. Indeed, it is the materiality of education, a focus on the use of objects, pedagogical practices and particular spaces, which seems to offer some of the most promising avenues for exploring further the relationship between the histories of science and education. This book was originally published as a special issue of the History of Education.

Histories of masculinity have generally examined both social ideologies of masculinity and subjective male identities within frameworks that define them against the feminine. Yet historians and sociologists have increasingly argued that men have been and continue to be defined both socially and subjectively as much by their relations to other men as in relation to women. This collection brings together the work of scholars of masculinities working in a variety of fields, including literature, history and art history, to examine some of the forms of 'otherness' against which ideas of masculinity have been defined throughout history. The collection reflects the current breadth of scholarship relating to the study of masculine alterity. While the subjects addressed are largely historical, the time span covered is broad and the disciplinary approaches to the subject matter are equally wide-ranging. A huge variety of men, masculine behaviours and definitions of masculinity are considered in an exciting and invigorating collection that showcases both established academics and emerging scholars in the field.

This short study examines the question of masculinity in Suetonius' most famous work, the Lives of the Caesars. As the most complete collection of imperial biographies in existence it offers an unparalleled depiction and dissection of Roman imperial power, from Julius Caesar to Domitian. This study argues that there was an intimate relationship in the High Roman Empire between notions of masculine and imperial power which has not as yet received the scholarly attention it deserves. An analysis of this relationship has the potential to provide a more nuanced picture of how the figure of the emperor was seen by his subjects, in particular, the extent to which the ideal emperor was also seen as the ideal man. Through a detailed study of the biographies, set in their historical context, it is argued here that Suetonius employed contemporary ideals of masculinity when assessing the careers of the respective emperors. It is hoped that this study will also go some way towards filling a gap in current Suetonian studies, particularly the need to understand more about Suetonius' assumptions about correct imperial behaviour and the standards by which he judged his emperors.

This book offers a fresh interpretation of a series of ground-breaking reforms introduced at the University of Oxford in the first half of the nineteenth century. Innovations such as competitive examination, a uniform syllabus and a broad range of degree subjects are often seen as products of the reforming zeal of early nineteenth-century Britain. By contrast, this book argues that many such developments are more accurately understood as attempts by senior university members and government officials to respond to the challenge posed by a new generation of confident, politically-aware students influenced by the ideas of the American and French Revolutions. As such it highlights the importance of generational conflict as a factor influencing the nature and course of university reform.

Anglo-German Scholarly Networks in the Long Nineteenth Century explores the complex and shifting connections between scientists and scholars in Britain and Germany from the late eighteenth century to the interwar years. Based on the concept of the transnational network in both its informal and institutional dimensions, it deals with the transfer of knowledge and ideas in a variety of fields and disciplines. Furthermore, it examines the role which mutual perceptions and stereotypes played in Anglo-German collaboration. By placing Anglo-German scholarly networks in a wider spatial and temporal context, the volume offers new frames of reference which challenge the long-standing focus on the antagonism and breakdown of relations before and during the First World War.

Contributors include Rob Boddice, John Davis, Peter Hoeres, Hilary Howes, Gregor Pelger, Pascal Schillings, Angela Schwarz, Tara Windsor.