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Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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1

Riddle, Stewart, and David Cleaver. Alternative Schooling, Social Justice and Marginalised Students. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58990-9.

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2

Marginalized students. San Francisco, Calif: Jossey-Bass, 2011.

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3

Yadgarov, Yakov. History of economic thought. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1059100.

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The textbook presents the course of history of economic doctrines in accordance with the General plan of previous editions. Discusses the economic doctrine of the era of pre-market economy (including the economic thought of the Ancient world and middle Ages), mercantilism, classical political economy, socio-economic reform projects of economic romanticism, utopian socialism, German historical school, marginalism. To the era of regulated market relations are covered in the textbook socio-institutional direction, the theory of market with imperfect competition, Keynesian Economics, neoliberalism, the concept of the neoclassical synthesis, neo-institutionalism, the phenomenon of the Russian school of economic thought. Special attention is given to synthesis as the basis of modern theories of value. Meets the requirements of Federal state educational standards of higher education of the last generation. For students enrolled in the specialty 38.03.01 "Economics", graduate students, researchers and anyone interested in the history of world and domestic economic thought.
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4

Wenham, Lucy. Misunderstood, Misinterpreted and Mismanaged: Voices of Students Marginalised in a Secondary School. Lang AG International Academic Publishers, Peter, 2021.

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5

Wenham, Lucy. Misunderstood, Misinterpreted and Mismanaged: Voices of Students Marginalised in a Secondary School. Lang AG International Academic Publishers, Peter, 2021.

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6

Wenham, Lucy. Misunderstood, Misinterpreted and Mismanaged: Voices of Students Marginalised in a Secondary School. Lang AG International Academic Publishers, Peter, 2021.

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7

Fataar, Aslam. Educational Practices and Pathways of South African Students: Across Power-Marginalised Spaces. African Sun Media, 2018.

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8

Wenham, Lucy. Misunderstood, Misinterpreted and Mismanaged: Voices of Students Marginalised in a Secondary School. Lang Publishing, Incorporated, Peter, 2021.

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9

Fataar, Aslam, ed. The Educational Practices and Pathways of South African Students across Power-Marginalised Spaces. SUN MeDIA, 2018. http://dx.doi.org/10.18820/9781928357896.

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10

Alternative Schooling, Social Justice and Marginalised Students: Teaching and Learning in an Alternative Music School. Palgrave Macmillan, 2017.

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11

Riddle, Stewart, and David Cleaver. Alternative Schooling, Social Justice and Marginalised Students: Teaching and Learning in an Alternative Music School. Springer, 2018.

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12

Cox, Elizabeth M., CC (Community Colleges), and Jesse S. Watson. Marginalized Students. Wiley & Sons, Incorporated, John, 2011.

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13

Cox, Elizabeth M., and Jesse S. Watson. Marginalized Students: New Directions for Community Colleges, Number 155. Wiley & Sons, Incorporated, John, 2011.

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14

Lalas, Jose W., and Heidi Luv Strikwerda, eds. Minding the Marginalized Students Through Inclusion, Justice, and Hope. Emerald Publishing Limited, 2021. http://dx.doi.org/10.1108/s1479-3636202116.

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15

Cox, Elizabeth M., and Jesse S. Watson. Marginalized Students: New Directions for Community Colleges, Number 155. Wiley & Sons, Incorporated, John, 2011.

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16

XIAO AI MIN YU YING HUA. College Students marginalized groups under the perspective of a new era. 人民出版社, 2019.

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17

Nash, Robert J., and Sydnee Viray. Our Stories Matter: Liberating the Voices of Marginalized Students Through Scholarly Personal Narrative Writing. Lang AG International Academic Publishers, Peter, 2013.

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18

Lalas, Jose W., Chris Forlin, Tyrone Howard, and Heidi Luv Strikwerda. Minding the Marginalized Students Through Inclusion, Justice, and Hope: Daring to Transform Educational Inequities. Emerald Publishing Limited, 2021.

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19

Lalas, Jose W., Chris Forlin, Tyrone Howard, and Heidi Luv Strikwerda. Minding the Marginalized Students Through Inclusion, Justice, and Hope: Daring to Transform Educational Inequities. Emerald Publishing Limited, 2021.

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20

Luschei, Thomas F., and Amita Chudgar. Teacher Distribution in Developing Countries: Teachers of Marginalized Students in India, Mexico, and Tanzania. Palgrave Macmillan, 2016.

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21

Luschei, Thomas F., and Amita Chudgar. Teacher Distribution in Developing Countries: Teachers of Marginalized Students in India, Mexico, and Tanzania. Palgrave Macmillan, 2017.

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22

Our Stories Matter: Liberating the Voices of Marginalized Students Through Scholarly Personal Narrative Writing. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2013.

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23

Lalas, Jose W., Chris Forlin, Tyrone Howard, and Heidi Luv Strikwerda. Minding the Marginalized Students Through Inclusion, Justice, and Hope: Daring to Transform Educational Inequities. Emerald Publishing Limited, 2021.

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24

Luschei, Thomas F., and Amita Chudgar. Teacher Distribution in Developing Countries: Teachers of Marginalized Students in India, Mexico, and Tanzania. Palgrave Macmillan, 2017.

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25

Pursall, Dona, and Eva Van de Wiele, eds. Sugar, Spice, and the Not So Nice. Leuven University Press, 2022. http://dx.doi.org/10.11116/9789461664976.

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Sugar, Spice, and the Not So Nice offers an innovative, wide-ranging and geographically diverse book-length treatment of girlhood in comics. The various contributing authors and artists provide novel insights into established themes within comic studies, children’s comics, graphic medicine and comics by and about refugees and marginalised ethnic or cultural groups. The book enriches traditional historical, narratological and aesthetic approaches to studying girlhood in comics with practice-based research, discussion and conversation. This re-examination of girls, gender and identity in comics connects with contemporary discourse on gender identity politics. Through examples from both within Europe and the anglophone world and beyond, and including visual essays and practice-based research alongside critical theory, the volume furthermore engages with new developments in contemporary comics scholarship. It will therefore appeal to students and scholars of childhood studies, comics scholars and creators, and those interested in addressing gender identity through the prism of comics.
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26

Blankenship, Rebecca J. Critical Essays on the New Moral Imperative for Supporting Marginalized Students in PK-20 Education. IGI Global, 2019.

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27

Blankenship, Rebecca J. Critical Essays on the New Moral Imperative for Supporting Marginalized Students in PK-20 Education. IGI Global, 2019.

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28

Goldman, Linda, Susan Craig, Kyle Schwartz, Ruby Payne, and Marie Moreno. Creating Inclusion and Well-Being for Marginalized Students: Whole-School Approaches to Supporting Children's Grief, Loss, and Trauma. Kingsley Publishers, Jessica, 2017.

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29

Goldman, Linda, Susan Craig, Kyle Schwartz, Ruby Payne, and Marie Moreno. Creating Inclusion and Well-Being for Marginalized Students: Whole-School Approaches to Supporting Children's Grief, Loss, and Trauma. Kingsley Publishers, Jessica, 2017.

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30

Lazarus, Philip J., Shannon Suldo, and Beth Doll, eds. Fostering the Emotional Well-Being of our Youth. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190918873.001.0001.

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Fostering the Emotional Well-Being of Our Youth: A School-Based Approach is an edited work that details best practices in comprehensive school mental health services based upon a dual-factor model of mental health that considers both psychological wellness and mental illness. In the introduction, the editors respond to the question: Are our students all right? Then, each of the text’s 24 chapters (five sections) describes empirically sound and practical ways that professionals can foster supportive school climates and implement evidence-based universal interventions to promote well-being and prevent and reduce mental health problems in young people. Topics include conceptualizing and framing youth mental health through a dual-factor model; building culturally responsive schools; implementing positive behavior interventions and supports; inculcating social-emotional learning within schools impacted by trauma; creating a multidisciplinary approach to foster a positive school culture and promote students’ mental health; preventing school violence and advancing school safety; cultivating student engagement and connectedness; creating resilient classrooms and schools; strengthening preschool, childcare and parenting practices; building family–school partnerships; promoting physical activity, nutrition, and sleep; teaching emotional self-regulation; promoting students’ positive emotions, character, and purpose; building a foundation for trauma-informed schools; preventing bullying; supporting highly mobile students; enfranchising socially marginalized students; preventing school failure and school dropout; providing evidence-based supports in the aftermath of a crisis; raising the emotional well-being of students with anxiety and depression; implementing state-wide practices that promote student wellness and resilience; screening for academic, behavioral, and emotional health; and accessing targeted and intensive mental health services.
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31

Travis, Jennifer, and Jessica DeSpain. Teaching with Digital Humanities. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252042232.001.0001.

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This book offers theoretical perspectives and case studies for teaching American literature of the long nineteenth century using the tools and methods of the digital humanities (DH). The essays highlight best methods for integrating the building of digital tools and projects in the nineteenth-century American literature classroom and strategies for incorporating into the curriculum already established digital materials. By emphasizing a discipline-specific approach, the collection invites conversations among scholars of other disciplines about how digital pedagogies can deepen their objectives for student learning. The collection is organized into five keywords, or tags: Make, Read, Recover, Archive, and Act. The essays in Make illustrate the pedagogical value of project-based, collaborative learning. The essays in Read describe assignments in which students engage in multiple reading practices, from close to collaborative and computational. In Recover, contributors show how DH approaches aid in the scholarly consideration of marginalized texts. The essays in Archive encourage students to select and organize artifacts with an ethics of care, often in communities beyond the classroom. The final section, Act, advocates for an activist approach, demonstrating how DH can bring new insights to debates central to the study of the long nineteenth century, particularly concerning difference. As they engage digital humanities practices and pedagogies, the essays in the collection model inventive strategies and rethink what is possible in the American literature classroom.
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32

Keels, Micere. Campus Counterspaces. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501746888.001.0001.

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Frustrated with the flood of news articles and opinion pieces that were skeptical of minority students' “imagined” campus microaggressions, the author of this book set out to provide a detailed account of how racial-ethnic identity structures Black and Latinx students' college transition experiences. Tracking a cohort of more than five hundred Black and Latinx students since they enrolled at five historically white colleges and universities in the fall of 2013, the book finds that these students were not asking to be protected from new ideas. Instead, they relished exposure to new ideas, wanted to be intellectually challenged, and wanted to grow. However, the book argues, they were asking for access to counterspaces—safe spaces that enable radical growth. They wanted counterspaces where they could go beyond basic conversations about whether racism and discrimination still exist. They wanted time in counterspaces with likeminded others where they could simultaneously validate and challenge stereotypical representations of their marginalized identities and develop new counter narratives of those identities. This critique of how universities have responded to the challenges these students face offers a way forward that goes beyond making diversity statements to taking diversity actions.
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33

Stephen, Lynn. Stories That Make History. Duke University Press, 2021. http://dx.doi.org/10.1215/9781478021940.

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From covering the massacre of students at Tlatelolco in 1968 and the 1985 earthquake to the Zapatista rebellion in 1994 and the disappearance of forty-three students in 2014, Elena Poniatowska has been one of the most important chroniclers of Mexican social, cultural, and political life. In Stories That Make History, Lynn Stephen examines Poniatowska's writing, activism, and political participation, using them as a lens through which to understand critical moments in contemporary Mexican history. In her crónicas—narrative journalism written in a literary style featuring firsthand testimonies—Poniatowska told the stories of Mexico's most marginalized people. Throughout, Stephen shows how Poniatowska helped shape Mexican politics and forge a multigenerational political community committed to social justice. In so doing, she presents a biographical and intellectual history of one of Mexico's most cherished writers and a unique history of modern Mexico.
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34

Posecznick, Alex. Selling Hope and College. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501707582.001.0001.

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It has long been assumed that college admission should be a simple matter of sorting students according to merit, with the best heading off to the Ivy League and highly ranked liberal arts colleges and the rest falling naturally into their rightful places. Admission to selective institutions, where extremely fine distinctions are made, is characterized by heated public debates about whether standardized exams, high school transcripts, essays, recommendation letters, or interviews best indicate which prospective students are worthy. And then there is college for everyone else. But what goes into less-selective college admissions? Ravenwood College was a small, private, nonprofit institution dedicated to social justice and serving traditionally underprepared students from underrepresented minority groups. To survive in the higher education marketplace, the college had to operate like a business and negotiate complex categories of merit while painting a hopeful picture of the future for its applicants. This book is a snapshot of a particular type of institution as it goes about the business of producing itself and justifying its place in the market. This book documents what it takes to keep such an institution open and running, and the struggles, tensions, and battles that members of the community tangle with daily as they carefully walk the line between empowering marginalized students and exploiting them.
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35

Alfano, Mark, LaTasha Holden, and Andrew Conway. Intelligence, Race, and Psychological Testing. Edited by Naomi Zack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190236953.013.2.

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Philosophers have in recent decades neglected the state of the art on the psychology of intelligence tests as related to racial difference. A major theoretical issue is the measurement invariance of intelligence tests, the fact that blacks, Latinos, women, poor people, and other marginalized groups perform worse than average on a variety of different intelligence tests. But the skepticism now surrounding measurement invariance includes the importance of stereotype threat or the correlation of decreased performance level after test takers are exposed to stereotypes about themselves. Recent research suggests that people’s conceptions of intelligence influence how their own intelligence is expressed. In a study when high school students were informed that intelligence is not an essential or racially determined property, higher grades and better performance in core courses resulted.
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36

Stephan, Rita, and Mounira M. Charrad, eds. Women Rising. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479846641.001.0001.

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Images of women protesting in the Arab Spring, from Tahrir Square to the streets of Tunisia and Syria, have become emblematic of the political upheaval sweeping the Middle East and North Africa. In Women Rising, Rita Stephan and Mounira M. Charrad bring together a provocative group of scholars, activists, and artists to highlight the first-hand experiences of these remarkable women. In this relevant and timely volume, Stephan and Charrad paint a picture of women’s political resistance in sixteen countries before, during, and since the Arab Spring protests, which first began in 2011. Contributors provide insight into a diverse range of perspectives across the entire movement, focusing on often-marginalized voices, including those of rural women, housewives, students, and artists. Women Rising offers an on-the-ground understanding of an important twenty-first-century movement, telling the story of Arab women’s activism.
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37

Beck, Robert J., and Henry F. Carey. Teaching International Law. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.309.

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The international law (IL) course offers a unique opportunity for students to engage in classroom debate on crucial topics ranging from the genocide in Darfur, the Israeli–Palestinian issue, or peace processes in Sri Lanka. A well-designed IL course can help students to appreciate their own preconceptions and biases and to develop a more nuanced and critical sense of legality. During the Cold War, IL became increasingly marginalized as a result of the perceived failure of international institutions to avert World War II and the concurrent ascent of realism as IR’s predominant theoretical paradigm. Over the past two decades, however, as IL’s profile has soared considerably, political scientists and students have taken a renewed interest in the subject. Today, IL teaching/study remains popular in law schools. As a general practice, most instructors of IL, both in law schools or undergraduate institutions, begin their course designs by selecting readings on basic legal concepts and principles. Once the basic subject matter and associated reading assignments have been determined, instructors typically move on to develop their syllabi, which may cover a variety of topics such as interdisciplinary methods, IL theory, cultural relativism, formality vs informality, identity politics, law and economics/public choice, feminism, legal realism, and reformism/modernism. There are several innovative approaches for teaching IL, including moot courts, debates, simulations, clinical learning, internships, legal research training, and technology-enhanced teaching. Another important component of IL courses is assessment of learning outcomes, and a typical approach is to administer end-of-semester essay-based examinations.
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38

Fisher, Jennifer. Perception, Connections, and Performed Identities in American-Ghanaian Dance Encounters. Edited by Anthony Shay and Barbara Sellers-Young. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199754281.013.020.

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This essay explores what dancers from different cultures can learn through exchanges when they involve concepts of nationalism, performed identities, spiritual practice, and the categories of “art” dance and “cultural” dance. A brief but impactful trip to Ghana by California university dance students and academics provides several scenes where energies, techniques, and ideas emerge. Studying with members the Ghana Dance Ensemble, one of the country’s national dance companies, as well as interacting with the dance department of the University of Ghana, Legon, results in enjoying and questioning embodied knowledge, as well as casting light on several questions: Do Ghanaians have the same freedom to be defined as “artists,” or might they be marginalized as “ancient” rather than “contemporary” people? What can young American university dancers learn about commitment to performance quality and the feeling of having deep roots in tradition? How can each group expand on the habit human beings have of categorizing others as having a “single story,” and how does dance figure in the process?
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39

Friedline, Terri. Banking on a Revolution. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190944131.001.0001.

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Technological advancements are poised to completely transform the financial system, making it unrecognizable in just a few short decades. Banks are increasingly using financial technologies, or “fintech,” to deliver products and services and maximize their profits. Technology enthusiasts and some consumer advocates laude fintech for its potential to expand access to banking and finance. If history is any indication, however, fintech stands to reinforce digital forms of redlining and enable banks’ continued racialized exploitation of Black and Brown communities. Banking on a Revolution takes the perspective that the financial system needs a revolution—and not the impending revolution driven by technology. Studying various ways the financial system advantages whites by exploiting and marginalizing Black and Brown communities, Terri Friedline challenges the optimistic belief that fintech can expand access to banking and finance. Friedline applies the lens of financialized racial neoliberal capitalism to demonstrate the financial system’s inherent racism, and explores examples from student loan debt, corporate landlords, community benefits agreements, and banking and payday lending. She makes the case that the financial system needs a people-led revolution that centers the needs, experiences, and perspectives of those it has historically excluded, marginalized, and exploited.
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40

Hall, Kim Q., and Ásta, eds. The Oxford Handbook of Feminist Philosophy. Oxford University Press, 2021. http://dx.doi.org/10.1093/oxfordhb/9780190628925.001.0001.

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This exciting new Handbook offers a comprehensive overview of the contemporary state of the field. The editors’ introduction and forty-five essays cover feminist critical engagements with philosophy and adjacent scholarly fields, as well as feminist approaches to current debates and crises across the world. Authors cover topics ranging from the ways in which feminist philosophy attends to other systems of oppression, and the gendered, racialized, and classed assumptions embedded in philosophical concepts, to feminist perspectives on prominent subfields of philosophy. The first section contains chapters that explore feminist philosophical engagement with mainstream and marginalized histories and traditions, while the second section parses feminist philosophy’s contributions to with numerous philosophical subfields, for example metaphysics and bioethics. A third section explores what feminist philosophy can illuminate about crucial moral and political issues of identity, gender, the body, autonomy, prisons, among numerous others. The Handbook concludes with the field’s engagement with other theories and movements, including trans studies, queer theory, critical race, theory, postcolonial theory, and decolonial theory. The volume provides a rigorous but accessible resource for students and scholars who are interested in feminist philosophy, and how feminist philosophers situate their work in relation to the philosophical mainstream and other disciplines. Above all it aims to showcase the rich diversity of subject matter, approach, and method among feminist philosophers.
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41

Jemielniak, Dariusz. Thick Big Data. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198839705.001.0001.

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The social sciences are becoming datafied. The questions that have been considered the domain of sociologists, now are answered by data scientists, operating on large datasets, and breaking with the methodological tradition for better or worse. The traditional social sciences, such as sociology or anthropology, are thus under the double threat of becoming marginalized or even irrelevant; both because of the new methods of research, which require more computational skills, and because of the increasing competition from the corporate world, which gains an additional advantage based on data access. However, sociologists and anthropologists still have some important assets, too. Unlike data scientists, they have a long history of doing qualitative research. The more quantified datasets we have, the more difficult it is to interpret them without adding layers of qualitative interpretation. Big Data needs Thick Data. This book presents the available arsenal of new tools for studying the society quantitatively, but also show the new methods of analysis from the qualitative side and encourages their combination. In shows that Big Data can and should be supplemented and interpreted through thick data, as well as cultural analysis, in a novel approach of Thick Big Data.The book is critically important for students and researchers in the social sciences to understand the possibilities of digital analysis, both in the quantitative and qualitative area, and successfully build mixed-methods approaches.
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42

Scott-Baumann, Alison, Mathew Guest, Shuruq Naguib, Sariya Cheruvallil-Contractor, and Aisha Phoenix. Islam on Campus. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198846789.001.0001.

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This book explores how Islam is represented, perceived and lived within higher education in Britain. It is a book about the changing nature of university life, and the place of religion within it. Even while many universities maintain ambiguous or affirming orientations to religious institutions for reasons to do with history and ethos, much western scholarship has presumed higher education to be a strongly secularizing force. This framing has resulted in religion often being marginalized or ignored as a cultural irrelevance by the university sector. However, recent times have seen higher education increasingly drawn into political discourses that problematize religion in general, and Islam in particular, as an object of risk. Using the largest data set yet collected in the UK (2015–18) this book explores university life and the ways in which ideas about Islam and Muslim identities are produced, experienced, perceived, appropriated, and objectified. We ask what role universities and Muslim higher education institutions play in the production, reinforcement and contestation of emerging narratives about religious difference. This is a culturally nuanced treatment of universities as sites of knowledge production, and contexts for the negotiation of perspectives on culture and religion among an emerging generation. We demonstrate the urgent need to release Islam from its official role as the othered, the feared. When universities achieve this we will be able to help students of all affiliations and of none to be citizens of the campus in preparation for being citizens of the world.
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43

Kosstrin, Hannah. Honest Bodies. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199396924.001.0001.

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Honest Bodies: Revolutionary Modernism in the Dances of Anna Sokolow argues that Sokolow’s choreography circulated American modernism among Jewish and communist channels of the international Left from the 1930s to the 1960s in the United States, Mexico, and Israel. Integrating archival materials, interviews, and theories from dance, Jewish, and gender studies, this book illuminates Sokolow’s choreography for social change alongside her teaching of Martha Graham’s technique. Tracing dances with her companies Dance Unit, La Paloma Azul, Lyric Theatre, and Anna Sokolow Dance Company, along with presenters and companies including the Negro Cultural Committee, the New York State Committee for the Communist Party, Nuevo Grupo Mexicano de Clásicas y Modernas, and Inbal Dance Theater, this book highlights Sokolow’s work among developments in ethnic definitions, diaspora, and nationalism in the United States, Mexico, and Israel. Critical reception documented Sokolow’s career from a leading proletarian choreographer to one of modernist alienation, and reflected the assimilation of her generation of Jews, children of Eastern European immigrants, from the marginalized working class to the American middle-class mainstream. Equally affected by the Holocaust and the Second Red Scare, Sokolow’s choreography evidences her political–aesthetic statements that resonate as clearly in today’s political climate as they did then. Sokolow’s kinesthetic imprints circulated American corporeality through modern dance training, as her students in New York, Mexico City, and Tel Aviv fit their bodies into Graham’s codified shapes. Honest Bodies details how cultural ideologies circulate internationally through choreography and dancers’ physicalities and how American modernism influenced and was influenced by this circulation’s physical residue.
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44

Pati, Biswamoy. Tribals and Dalits in Orissa. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199489404.001.0001.

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This book examines diverse aspects of the social history of the marginalized sections of society in Orissa, focusing on the problems of colonialism and the way it impacted the lives of tribals, outcastes and dalits. It delineates how these socially excluded sections were terrorized and further impoverished by both the colonial government and the chiefs of the despotic princely states who worked in tandem with them. In course of six tightly argued chapters, Biswamoy Pati studies several key issues including ‘colonial knowledge’ systems which had a long afterlife, such as the stereotyping of tribals as violent and brutal and colonial constructions of the ‘criminal tribe’. In addition, he closely examines colonial agrarian settlements, adivasi strategies of resistance (including uprisings); indigenous systems of health and medicine, the colonial ‘medical gaze’; conversion (to Hinduism), fluidities of caste formations in the nineteenth century, the Hinduization and appropriation by princely rulers of adivasi deities and healing methods, rituals of legitimacy adopted by these rulers as well as the development of colonial capitalism and urbanization. Alongside, he explores the connections between the marginal social groups and the national movement, besides touching upon the manner in which the ruling classes after Independence have allowed a host of inherited problems to remain unresolved. Adopting an inter-disciplinary method and drawing upon archival and rare, untapped sources, this fascinating study would be of interest to students of history, social anthropology, political sociology, cultural studies, dalit studies and social exclusion. It would also attract non-governmental organisations and planners of public policy.
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