First published in 1959, this pair of meditations by the revered civil-rights leader Martin Luther King, Jr. contains the theological roots of his political and social philosophy of nonviolent activism. Eloquent and passionate, reasoned and sensitive.

“AT THE first National Conference on Christian Education of the United Church of Christ, held at Purdue University in the summer of 1958, Martin Luther King presented two notable devotional addresses. Moved by the dear and persuasive quality of his words, many of the 3000 delegates to the conference urged that the meditations be made available in book form. They wanted the book for their own libraries and they were eager to share Dr. King’s vital messages with fellow Christians of other denominations.

“In the resolute struggle of American Negroes to achieve complete acceptance as citizens and neighbors the author is recognized as a leader of extraordinary resourcefulness, valor, and skill. His concern for justice and brotherhood and the nonviolent methods that he advocated and uses, are based on a serious commitment to the Christian faith.

“As his meditations in this book suggest, Dr. King regards meditation and action as indivisible functions of the religious life. When we think seriously in the presence of the Most High, when in sincerity we “go up to the mountain of the Lord,” the sure event is that “he will teach us of his ways, and we will walk in his paths” (Isaiah 2: 3).”

Chinese students in the UK have been increasing in number for many years, yet competition from other Western educators and increasing investment in China’s own education system has led to concern that UK institutions may soon see a decline in their market share. Dr. Reynolds addresses this issue in Chinese Students in UK Further Education by attempting to understand students’ experiences from their perspective. Beginning with an exploration of why these students choose to come and study in the UK, and why they are coming at younger ages, the book goes on to discuss topics such as risk, technology and diversity, in order to understand which factors have the greatest influence on where they choose to study and whether they choose to remain at an institution.

Drawing on data from two different education institutions, providers of GCSE A-level programmes for students aged 16–18 years, Dr. Reynolds attempts to understand what these students experience during their studies, how they manage new social relationships, and whether, upon course completion, they achieved the results they desired at the outset. Moreover, the book aims to ascertain whether the students feel, in hindsight, that the decision to risk investing in UK further education was right and what they might communicate about UK study to contacts in China and elsewhere.

The book examines what further education institutions do well and where they might improve, to help develop Chinese students’ educational experiences. As such, it will be essential reading for academics, researchers and postgraduates in the fields of further education, sociology of education, international and intercultural education and mobility studies.