Whither the US empire? Despite Washington's military supremacy, its economic foundations have been weakening since the Vietnam war – accelerated by the great recession and credit-rating downgrade – and its global authority dented by the quagmires in Iraq and Afghanistan.

In this accessible, punchy text, Vassilis K. Fouskas and Bülent Gökay intervene in the debates that surround the US's status as an Empire. They survey the arguments amongst Marxist and critical scholars, from Immanuel Wallerstein and others who argue that the US is in decline, to those who maintain that it remains a robust superpower. By explaining how America's neo-imperial system of governance has been working since WWII, Fouskas and Gökay link the US's domestic and foreign vulnerabilities.

The Fall of the US Empire argues that the time has come to understand the US empire not by its power but by its systemic vulnerabilities of financialisation, resource depletion and environmental degradation. Its informed and accessible style will have wide appeal to students looking for an introduction to these issues.

In The First Fleets, Benjamin C. Schaffer reveals how, contrary to widespread beliefs, the American colonies had a long tradition of independent naval defense decades before the Revolution. He demonstrates that Anglo-American governments established and maintained significant provincial naval forces and that the history of provincial navies illuminates broader aspects of colonial history and the colonies’ ultimate break with the British Crown.

Based on meticulous research, Schaffer recounts the sea-borne threats that American colonies faced from the French, Spanish, pirates, and others. He reviews colonial governance and the relationships between colonial governments and Great Britain. Highlighting Britain’s scant naval power in North America, Schaffer demonstrates how the vulnerable coastal colonies undertook their own self-defense.

Schaffer’s readable study offers many fascinating episodes from colonial history. Establishing a navy was controversial in pacifist-minded, Quaker-dominated Pennsylvania. South Carolina deployed its scout-boat navy to pursue enslaved Africans who fled colonial capture. The first paper money issued in North America was an initiative to pay for a naval expedition against French Quebec in 1690. These and other episodes show the intimate connection between these little-known provincial navies and the major sociopolitical developments of their day.

The First Fleets will be of great interest to historians and readers of early American history, particularly colonial maritime and naval activities. Readers interested in the political and military dynamics of pre-Revolutionary America, as well as enthusiasts of naval history and maritime trade, will find The First Fleets both a valuable resource and an engrossing narrative.

The Floating University sheds light on a story of optimism and imperialist ambition in the 1920s.

In 1926, New York University professor James E. Lough—an educational reformer with big dreams—embarked on a bold experiment he called the Floating University. Lough believed that taking five hundred American college students around the globe by ship would not only make them better citizens of the world but would demonstrate a model for responsible and productive education amid the unprecedented dangers, new technologies, and social upheavals of the post–World War I world. But the Floating University’s maiden voyage was also its last: when the ship and its passengers returned home, the project was branded a failure—the antics of students in hotel bars and port city back alleys that received worldwide press coverage were judged incompatible with educational attainment, and Lough was fired and even put under investigation by the State Department.
 
In her new book, Tamson Pietsch excavates a rich and meaningful picture of Lough’s grand ambition, its origins, and how it reveals an early-twentieth-century America increasingly defined both by its imperialism and the professionalization of its higher education system. As Pietsch argues, this voyage—powered by an internationalist worldview—traced the expanding tentacles of US power, even as it tried to model a new kind of experiential education. She shows that this apparent educational failure actually exposes a much larger contest over what kind of knowledge should underpin university authority, one in which direct personal experience came into conflict with academic expertise. After a journey that included stops at nearly fifty international ports and visits with figures ranging from Mussolini to Gandhi, what the students aboard the Floating University brought home was not so much knowledge of the greater world as a demonstration of their nation’s rapidly growing imperial power.

This is an auto-narrated audiobook edition of this book.

The Floating University sheds light on a story of optimism and imperialist ambition in the 1920s.

In 1926, New York University professor James E. Lough—an educational reformer with big dreams—embarked on a bold experiment he called the Floating University. Lough believed that taking five hundred American college students around the globe by ship would not only make them better citizens of the world but would demonstrate a model for responsible and productive education amid the unprecedented dangers, new technologies, and social upheavals of the post–World War I world. But the Floating University’s maiden voyage was also its last: when the ship and its passengers returned home, the project was branded a failure—the antics of students in hotel bars and port city back alleys that received worldwide press coverage were judged incompatible with educational attainment, and Lough was fired and even put under investigation by the State Department.
 
In her new book, Tamson Pietsch excavates a rich and meaningful picture of Lough’s grand ambition, its origins, and how it reveals an early-twentieth-century America increasingly defined both by its imperialism and the professionalization of its higher education system. As Pietsch argues, this voyage—powered by an internationalist worldview—traced the expanding tentacles of US power, even as it tried to model a new kind of experiential education. She shows that this apparent educational failure actually exposes a much larger contest over what kind of knowledge should underpin university authority, one in which direct personal experience came into conflict with academic expertise. After a journey that included stops at nearly fifty international ports and visits with figures ranging from Mussolini to Gandhi, what the students aboard the Floating University brought home was not so much knowledge of the greater world as a demonstration of their nation’s rapidly growing imperial power.

Women from Chuuk, Federated States of Micronesia, who migrate to Guam, a U.S. territory, suffer disproportionately poor reproductive health outcomes. Though their access to the United States is unusually easy, through a unique migration agreement, it keeps them in a perpetual liminal state as nonimmigrants, who never fully belong as part of the United States Chuukese women move to Guam, sometimes with their families but sometimes alone, in search of a better life: for jobs, for the education system, or to access safe health care. Yet, the imperial system they encounter creates underlying conditions that greatly and disproportionately impact their ability to succeed and thrive, negatively impacting their reproductive health. Through clinical and community ethnography, Sarah A. Smith illuminates the way this system stratifies women’s reproduction at structural, social, and individual levels. Readers can visualize how U.S. imperialist policies of benign neglect control the body politic, change the social body, and render individual bodies vulnerable in the twenty-first century but also how people resist.

From Ancient Rome to Colonial Mexico compares the Christianization of the Roman Empire with the evangelization of Mesoamerica, offering novel perspectives on the historical processes involved in the spread of Christianity. Combining concepts of empire and globalization with the notion of religion from a postcolonial perspective, the book proposes the method of analytical comparison as a point of departure to conceptualize historical affinities and differences between the ancient Roman Empire and colonial Mesoamerica.

An international team of specialists in classical scholarship and Mesoamerican studies engage in an interdisciplinary discussion involving ideas from history, anthropology, archaeology, art history, iconography, and philology. Key themes include the role of religion in processes of imperial domination; religion’s use as an instrument of resistance or the imposition, appropriation, incorporation, and adaptation of various elements of religious systems by hegemonic groups and subaltern peoples; the creative misunderstandings that can arise on the “middle ground”; and Christianity’s rejection of ritual violence and its use of this rejection as a pretext for inflicting other kinds of violence against peoples classified as “barbarian,” “pagan,” or “diabolical.”

From Ancient Rome to Colonial Mexico presents a sympathetic vantage point for discussing and attempting to decipher past processes of social communication in multicultural contexts of present-day realities. It will be significant for scholars and specialists in the history of religions, ethnohistory, classical antiquity, and Mesoamerican studies.

Publication supported, in part, by Spain’s Ministry of Economy and Competitiveness.

Contributors: Sergio Botta,Maria Celia Fontana Calvo, Martin Devecka, György Németh, Guilhem Olivier, Francisco Marco Simón, Paolo Taviani, Greg Woolf, David Charles Wright-Carr, Lorenzo Pérez Yarza
Translators: Emma Chesterman, Benjamin Adam Jerue, Layla Wright-Contreras

Frontiers of Possession asks how territorial borders were established in Europe and the Americas during the early modern period and challenges the standard view that national boundaries are largely determined by military conflicts and treaties. Focusing on Spanish and Portuguese claims in the New and Old Worlds, Tamar Herzog reconstructs the different ways land rights were negotiated and enforced, sometimes violently, among people who remembered old possessions or envisioned new ones: farmers and nobles, clergymen and missionaries, settlers and indigenous peoples.

Questioning the habitual narrative that sees the Americas as a logical extension of the Old World, Herzog portrays Spain and Portugal on both sides of the Atlantic as one unified imperial space. She begins in the Americas, where Iberian conquerors had to decide who could settle the land, who could harvest fruit and cut timber, and who had river rights for travel and trade. The presence of indigenous peoples as enemies to vanquish or allies to befriend, along with the vastness of the land, complicated the picture, as did the promise of unlimited wealth. In Europe, meanwhile, the formation and re-formation of boundaries could last centuries, as ancient entitlements clashed with evolving economic conditions and changing political views and juridical doctrines regarding how land could be acquired and maintained.

Herzog demonstrates that the same fundamental questions had to be addressed in Europe and in the Americas. Territorial control was always subject to negotiation, as neighbors and outsiders, in their quotidian interactions, carved out and defended new frontiers of possession.