This chapter examines the lengthy history and usage of the terms "translocal," "translocality," and "translocalism," which have been crucial to humanistic and social scientific inquiry about issues of literature, culture, globalization, and territorialization since the 1990s. It recounts the evolution of these terms from seventeenth-century debates about religion through early twentieth-century ideas about politics, psychology, and artistic analysis. It then turns to the present, concentrating on the reemergence of these concepts during the 1990s among social scientists seeking to describe geography and space, human movement, migration, and boundary crossing (in the work of Massey, Appadurai, Clifford, Hannerz, Smith, and others). It describes how these concepts change scholarly studies of mobility, networks, and national and transnational identity (in the work of Kraidy and Murphy, Freitag and Oppen, Brickell and Datta, and Greiner and Sakdapolark), and then it recounts their impacts on literary, historical, and cultural methodologies, especially those involving European empires, poetry and poetics, and colonial and postcolonial literature (including Ramazani, Ballantyne, and Burton). Ultimately, this chapter suggests how literary and historical scholars might connect humanistic accounts of translocalism with social scientific notions of translocality to refocus scholarship on how migration and spatial scale have affected literature and culture.

Have we left postcolonial globalization behind with the demise of the Third World, the emergence of a global network society, and a shift away from debating fair trade predominantly in relation to South-North relations? This concluding chapter reconsiders the history of humanitarianism in the light of the evolution of the fair trade movement’s repertoire and goals. It argues that even though the legacy of colonialism is still with us, the practices and perspectives of fair trade activism have recently shifted to such an extent that we are indeed entering a new phase of the history of globalization.

The introduction posits the relevance of the history of fair trade activism to the history of postcolonial globalization to highlight three striking transformations: decolonization, the rise of consumer society, and the emergence of the internet. It underlines the importance of studying ‘moderate’ movements as part of a social history of globalization. It goes on to relate the history of fair trade to earlier historiography, demonstrating how the history of third-world movements, consumer activism, and humanitarianism can be combined to better understand the history of this movement. It finally introduces the structure of the book, which takes its cue from the materiality, which was crucial to the development of the fair trade movement by centring five products: handicrafts, sugar, paper, coffee, and textiles.

The ‘Cane Sugar Campaign’, launched in 1968, introduced a distinctly political perspective in campaigns for fair trade, exposing the unequal structures of global trade around the disparities in the global sugar trade. The campaign was ignited by the stalling negotiations of the United Nations Conferences on Trade and Development in 1964 and 1968. It thus directly responded to the impact of decolonization in international politics. Through transferring these issues to local activism, it related such international development to the everyday lives of people in Western Europe. The chapter charts the emergence of attempts to address global inequality through interventions in national, European, and international politics. It then shows how European integration in particular prompted activists to set up transnational campaigns, but also severely hampered attempts at campaigning because of the difficulty of transnational communication as well as a lack of experience in addressing transnational institutions.

This chapter argues that recent global histories of Europe represent one specific mode of global awareness in a long history of European global historical and social scientific consciousness. European history after our most recent “global turn” must take into account previous modes of global consciousness and examine how globalization has been shaped by this knowledge. Past understanding of global interconnectedness did not necessarily lead to more open borders, increased interdependency, or growing cultural fluidity. Dis-integrating and downscaling modes of social organization were invented and reinvigorated in response to perceived global forces. There were also conscious attempts to channel the fruits and accumulations of global processes based on an awareness of their potentially enriching and destabilizing impact. These efforts to take control of globalization did not stop it, but they did give it a specific shape in particular moments. This chapter argues that the half-century following the French Revolution witnessed what might be called a deglobalizing globalization: a moment when the global integration that many considered responsible for the upheaval of the Revolution did not stop but was redirected in the service of a sovereign nation through the birth of new modes of social science and history writing.

The introduction presents the main arguments and topics discussed throughout the book. It also sketches some critical characteristics of early modern Spanish officials and the global Spanish Empire. Furthermore, it discusses the book’s methodological and theoretical approaches, particularly the challenges of writing a global history from the margins.

This chapter reprises the arguments advanced in the first four chapters of the book, and assesses the question of what “lessons” history can teach on that basis. It argues that the habits and methods of analysis, interpretation, open-ended inquiry, and intellectual flexibility that study in History cultivates are uniquely valuable in the specific circumstances of our own time, at the beginning of the twenty-first century. It argues that it is these habits, rather than any specific political values, that make History uniquely valuable as a form of education for citizenship. It argues, finally, that this is the only approach to the civic value of history education that is compatible with the ethical principles foundational to the discipline of History. In closing, it presents the case for viewing the understanding that history offers us no lessons as the most important lesson history can teach us. This is a lesson that can teach us to think and act with due deliberation, to inquire more deeply before acting, and to act in full confidence that our actions will have unintended consequences.

Conlusion: Summary of findings

The world has muddled through with limited and ambiguous understandings of the scope of national jurisdiction in a number of private and public law areas. In order to reduce the barriers of legal difference in the field of platform responsibility, states may begin by reducing areas of overlapping application of law, by agreeing on rules of exclusive jurisdiction. They may also agree on rules of national treatment, most favored nation treatment, and proportionality, or they may agree to harmonize rules. These incursions on national regulatory autonomy will require detailed, sector-specific negotiations, recognizing both the importance of global communications, and the importance of national regulatory autonomy.

The chapter examines principles and values of communication and societal relationships from an Islamic perspective. It highlights the significance of communication in Islam, including language, communication theory, and the principles of Prophet Muhammad (PBUH). The chapter explores different levels of Islamic communication, cultural influences, and communication within Muslim families across age groups. It addresses the challenges Muslims face in a globalized world and the impact of communication technologies on Islamic culture. The chapter offers health practitioners and educators an insight into effective Islamic-based communication in therapeutic relationships for individuals with regards to addressing mental and physical health issues. This chapter also briefly discusses the contemporary challenges of globalization and communication as it relates to Islamic principles.

Global Leaders in the 21st Century examines the current context of international management and looks at the noteworthy changes in the business and leadership contexts of globalization. A major shift appears to be taking place in the global political economy. The predominant system characterized by global economic agreements, free trade, global supply chains, and multilateral institutions is being challenged by an increase in the primacy of national interests and security. In this volatile, uncertain, complex, and ambiguous (VUCA) environment, traditional ways of managing are not entirely adequate, and global leaders need to develop new skills. This chapter introduces the concept of Mindful Global Leadership and its components of context sensitivity, perspective taking, and a process orientation. It also presents a global leadership typology-based task complexity and relationship complexity.

As I sit down to write this introduction it is difficult to appreciate that writing the original text of The Romanization of Britain (henceforth RoB) was completed (in my attic in Durham) a professional lifetime ago – the manuscript being completed in July 1988. In this introduction, I want to reflect on the context within which that book was written, then discuss some of the responses to it, before offering a few thoughts on the current state of studies of Roman Britain (and the provinces more broadly). I will not, however, enter into a prolonged discussion of current thinking about cultural change under Roman hegemony. Before embarking on this, I would like to digress with two observations. First, over the ensuing thirty-five years, I have occasionally been asked why I have not written a new edition of RoB in order to bring the text up to date. My answer has always been that the original book was very much a product of its time and was conceived of, as its subtitle proclaims, as ’an essay’. As such, although aspects of the evidence presented should indeed be updated, the essence of the book was conceived of as a connected narrative, so any updating or revision would carry the danger of blunting its argument. Further, it was a product of my thinking at a particular point in time, so it should remain as such and be read in that context.