This collection brings together leading feminist thinkers who examine the struggles for interpretive power which underlies international development.

• Questions why the insights from years of feminist gender and development research are so often turned into 'gender myths' and 'feminist fables' women are more likely to care for the environment; are better at working together; are less corrupt; have a seemingly infinite capacity to survive
• Explores how bowdlerized and impoverished representations of gender relations have simultaneously come to be embedded in development policy...

A collection of fifteen original stories ideally suited for young children. Each of the stories features a light-filled being whose radiance illumines the path for those who follow. Meant to be suggestive to the parent or teacher of the types of stories that can be told to children to inspire them to grow in goodness. Suitable for ages 6 and up.

The political project of reasserting feminist engagement with development has proceeded uneasily in recent years. This book examines how the arguments of feminist researchers have often become depoliticised by development institutions and offers richly contextualised accounts of the pitfalls and compromises of the politics of engagement. Speaking from within academic institutions, social movements, development bureaucracies and national and international NGOs, the contributors highlight on-going battles for interpretation and the unequal power relations within which these battles take place....

A wonderful literary oddity ... a brief retelling of Dante's Inferno for children, written by a leading educator of children (Elizabeth Harrison, 1849-1927).

The Unseen Side of Child Life, For the Guardians of Young Children

A Study of Child-nature from the Kindergarten Standpoint by Elizabeth Harrison. This book is a reproduction of the original book published in 1890 and may have some imperfections such as marks or hand-written notes.

It is not expected that the stories in this book will be told in their present form to Kindergarten children, as experience has shown that each Kindergartner must modify her story to suit the needs and capacities of her children, and must learn to take from any story just so much as may be helpful to her in creating a fresh story for the occasion. It is hoped, however, that they may serve the mother in her home reading with her group of children, and also that my colaborers in primary and second grade schools may sometimes use them for Friday afternoon readings.