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Perhaps the most contested patch of earth in the world, Jerusalem’s Old City experiences consistent violent unrest between Israeli and Palestinian residents, with seemingly no end in sight. Today, Jerusalem’s endless cycle of riots and arrests appears intractable—even unavoidable—and it looks unlikely that harmony will ever be achieved in the city. But with Jerusalem 1900, historian Vincent Lemire shows us that it wasn’t always that way, undoing the familiar notion of Jerusalem as a lost cause and revealing a unique moment in history when a more peaceful future seemed possible.
 
In this masterly history, Lemire uses newly opened archives to explore how Jerusalem’s elite residents of differing faiths cooperated through an intercommunity municipal council they created in the mid-1860s to administer the affairs of all inhabitants and improve their shared city. These residents embraced a spirit of modern urbanism and cultivated a civic identity that transcended religion and reflected the relatively secular and cosmopolitan way of life of Jerusalem at the time. These few years would turn out to be a tipping point in the city’s history—a pivotal moment when the horizon of possibility was still open, before the council broke up in 1934, under British rule, into separate Jewish and Arab factions. Uncovering this often overlooked diplomatic period, Lemire reveals that the struggle over Jerusalem was not historically inevitable—and therefore is not necessarily intractable. Jerusalem 1900 sheds light on how the Holy City once functioned peacefully and illustrates how it might one day do so again.

In Jews, Christians, and the Abode of Islam, Jacob Lassner examines the triangular relationship that during the Middle Ages defined—and continues to define today—the political and cultural interaction among the three Abrahamic faiths. Lassner looks closely at the debates occasioned by modern Western scholarship on Islam to throw new light on the social and political status of medieval Jews and Christians in various Islamic lands from the seventh to the thirteenth century. Utilizing a vast array of primary sources, Lassner balances the rhetoric of literary and legal texts from the Middle Ages with other, newly discovered medieval sources that describe life as it was actually lived among the three faith communities. Lassner shows just what medieval Muslims meant when they spoke of tolerance, and how that abstract concept played out at different times and places in the real world of Christian and Jewish communities under Islamic rule. Finally, he considers what a more informed picture of the relationship among the Abrahamic faiths in the medieval Islamic world might mean for modern scholarship on medieval Islamic civilization and, not the least, for the highly contentious global environment of today.

In Jihād in West Africa during the Age of Revolutions, a preeminent historian of Africa argues that scholars of the Americas and the Atlantic world have not given Africa its due consideration as part of either the Atlantic world or the age of revolutions. The book examines the jihād movement in the context of the age of revolutions—commonly associated with the American and French revolutions and the erosion of European imperialist powers—and shows how West Africa, too, experienced a period of profound political change in the late eighteenth through the mid-nineteenth centuries. Paul E. Lovejoy argues that West Africa was a vital actor in the Atlantic world and has wrongly been excluded from analyses of the period.

Among its chief contributions, the book reconceptualizes slavery. Lovejoy shows that during the decades in question, slavery expanded extensively not only in the southern United States, Cuba, and Brazil but also in the jihād states of West Africa. In particular, this expansion occurred in the Muslim states of the Sokoto Caliphate, Fuuta Jalon, and Fuuta Toro. At the same time, he offers new information on the role antislavery activity in West Africa played in the Atlantic slave trade and the African diaspora.

Finally, Jihād in West Africa during the Age of Revolutions provides unprecedented context for the political and cultural role of Islam in Africa—and of the concept of jihād in particular—from the eighteenth century into the present. Understanding that there is a long tradition of jihād in West Africa, Lovejoy argues, helps correct the current distortion in understanding the contemporary jihād movement in the Middle East, Afghanistan, Pakistan, and Africa.

Educators and policymakers who share the goal of equal opportunity in schools often hold differing notions of what entails a just school in multicultural America. Some emphasize the importance of integration and uniform treatment for all, while others point to the benefits of honoring cultural diversity in ways that make minority students feel at home. In Just Schools, noted legal scholars, educators, and social scientists examine schools with widely divergent methods of fostering equality in order to explore the possibilities and limits of equal education today. The contributors to Just Schools combine empirical research with rich ethnographic accounts to paint a vivid picture of the quest for justice in classrooms around the nation. Legal scholar Martha Minow considers the impact of school choice reforms on equal educational opportunities. Psychologist Hazel Rose Markus examines culturally sensitive programs where students exhibit superior performance on standardized tests and feel safer and more interested in school than those in color-blind programs. Anthropologist Heather Lindkvist reports on how Somali Muslims in Lewiston, Maine, invoked the American ideal of inclusiveness in winning dress-code exemptions and accommodations for Islamic rituals in the local public school.  Political scientist Austin Sarat looks at a school system in which everyone endorses multiculturalism but holds conflicting views on the extent to which culturally sensitive practices should enter into the academic curriculum. Anthropologist Barnaby Riedel investigates how a private Muslim school in Chicago aspires to universalist ideals, and education scholar James Banks argues that schools have a responsibility to prepare students for citizenship in a multicultural society. Anthropologist John Bowen offers a nuanced interpretation of educational commitments in France and the headscarf controversy in French schools. Anthropologist Richard Shweder concludes the volume by connecting debates about diversity in schools with a broader conflict between national assimilation and cultural autonomy. As America's schools strive to accommodate new students from around the world, Just Schools provides a provocative and insightful look at the different ways we define and promote justice in schools and in society at large.