A wedding serves as the beginning marker of a marriage; if a couple is to manage cultural differences throughout their relationship, they must first pass the hurdle of designing a wedding ceremony that accommodates those differences. In this volume, author Wendy Leeds-Hurwitz documents the weddings of 112 couples from across the United States, studied over a 10-year period. She focuses on intercultural weddings--interracial, interethnic, interfaith, international, and interclass--looking at how real people are coping with cultural differences in their lives.
Through detailed case studies, the book explores how couples display different identities simultaneously. The concepts of community, ritual, identity, and meaning are given extensive consideration. Because material culture plays a particularly important role in weddings as in other examples of ritual, food, clothing, and objects are given special attention here.
Focusing on how couples design a wedding ritual to simultaneously meet multiple--and different--requirements, this book provides:
*extensive details of actual behavior by couples;
*an innovative format: six traditional theoretical chapters, with examples integrated into the discussion, are matched to six "interludes" providing detailed descriptions of the most successful examples of resolving intercultural differences;
*a methodological appendix detailing what was done and why these decisions were made; and
*a theoretical appendix outlining the study's assumptions in detail.
"Wedding as Text: Communicating Cultural Identities Through Ritual" is a distinctive study of those who have accepted cultural difference into their daily lives and how they have managed to do so successfully. As such, it is suitable for students and scholars in semiotics, intercultural communication, ritual, material culture, family communication, and family studies, and will be valuable reading for anyone facing the issue of cultural difference.

This book presents the struggle for dialogue and understanding between teachers and refugee and immigrant families, in their own words. Forging a stronger connection between teachers, newcomers, and their families is one of the greatest challenges facing schools in the United States. Teachers need to become familiar with the political, economic, and sociocultural contexts of these newcomers' lives, and the role of the U.S. in influencing these contexts in positive and negative ways.
The important contribution of "American Dreams, Global Visions" is to bring together global issues of international politics and economics and their effects on migration and refugee situations, national issues of language and social policy, and local issues of education and finding ways to live together in an increasingly diverse society.
Narratives of four immigrant families in the United States (Hmong, Mexican, Assyrian/Kurdish, Kosovar) and the teacher-researchers who are coming to know them form the heart of this work. The narratives are interwoven with data from the research and critical analysis of how the narratives reflect and embody local, national, and global contexts of power. The themes that are developed set the stage for critical dialogues about culture, language, history, and power.
Central to the book is a rationale and methodology for teachers to conduct "dialogic research" with refugees and immigrants--research encompassing methods as once ethnographic, participatory, and narrative--which seeks to engage researchers and participants in dialogues that shed light on economic, political, social, and cultural relationships; to represent these relationships in texts; and to extend these dialogues to promote broader understanding and social justice in schools and communities.
"American Dreams, Global Visions" will interest teachers, social workers, and others who work with immigrants and refugees; researchers, professionals, and students across the fields of education, language and culture, ethnic studies, American studies, and anthropology; and members of the general public interested in learning more about America's most recent newcomers. It is particularly appropriate for courses in foundations of education, multicultural education, comparative education, language and culture, and qualitative research.

This classic book is a powerful indictment of contemporary attitudes to race. By accusing British intellectuals and politicians on both sides of the political divide of refusing to take race seriously, Paul Gilroy caused immediate uproar when this book was first published in 1987. A brilliant and explosive exploration of racial discourses, There Ain't No Black in the Union Jack provided a powerful new direction for race relations in Britain. Still dynamite today and as relevant as ever, this Routledge Classics edition includes a new introduction by the author.

This book examines the intersections of representations of race and gender identity in writings by contemporary US men. The author seeks strategies for approaching ostensibly sexist or homophobic texts by men of colour in ways which grasp how homophobia or sexism coexist or are engendered by certain articulations of anti-racism, or conversely, how certain articulations of gender concerns help produce reactionary ideas about race.

"Race-ing Art History" is the first comprehensive anthology to place issues of racial representation squarely on the canvas. Within these pages are representations of Nubians in ancient art, the great tradition of Western masters such as Manet and Picasso, and contemporary work by lesser known artists of color.
Assembled chronologically, these essays draw upon multiculturalism, postcolonialism, and critical race theory to confront the longstanding tradition of art as a means of looking at "the other." The essays address important questions about racial visibility and racial politics, asking whether modern concepts of race can be imposed upon ancient art, whether there is a link between pictorial realism and Orientalism, and how today's artists and critics can engage our visual culture's inherent racialized dimension.
Richly illustrated, this pioneering volume lays the groundwork for a better understanding of the complex and shifting category of race and its significance in our visual culture and everyday lives. Unmatched in historical scope and presentation, "Race-ing Art History" will be the essential guide to the opportunities and challenges involved in integrating race into the study of art. A discussion guide is available at www.routledge-ny.com/pinderguide. Also includes an 8-page color insert.

Cybertypes looks at the impact of the web and its discourses upon our ideas about race, and vice versa. Examining internet advertising, role-playing games, chat rooms, cyberpunk fiction from Neuromancer to The Matrix and web design, Nakamura traces the real-life consequences that follow when we attempt to push issues of race and identity on-line.

How the words we use-and don't use-reinforce dominant cultural norms Why is the term "openly gay" so widely used but "openly straight" is not? What are the unspoken assumptions behind terms like "male nurse," "working mom," and "white trash"? Offering a revealing and provocative look at the word choices we make every day without even realizing it, Taken for Granted exposes the subtly encoded ways we talk about race, gender, sexual orientation, religion, social status, and more. In this engaging and insightful book, Eviatar Zerubavel describes how the words we use-such as when we mark "the best female basketball player" but leave her male counterpart unmarked-provide telling clues about the things many of us take for granted. By marking "women's history" or "Black History Month," we are also reinforcing the apparent normality of the history of white men. When we mark something as being special or somehow noticeable, that which goes unmarked-such as maleness, whiteness, straightness, and able-bodiedness-is assumed to be ordinary by default. Zerubavel shows how this tacit normalizing of certain identities, practices, and ideas helps to maintain their cultural dominance-including the power to dictate what others take for granted. A little book about a very big idea, Taken for Granted draws our attention to what we implicitly assume to be normal-and in the process unsettles the very notion of normality.

This book explores how writers from several different cultures learn to write in their academic settings, and how their writing practices interact with and contribute to their evolving identities as students and professionals in academic environments in higher education.
Embedded in a theoretical framework of situated practice, the naturalistic case studies and literacy autobiographies include portrayals of undergraduate students and teachers, master's level students, doctoral students, young bilingual faculty, and established scholars, all of whom are struggling to understand their roles in ambiguously defined communities of academic writers.
In addition to the notion of situated practice, the other powerful concept used as an interpretive framework is captured by the metaphor of "games"--a metaphor designed to emphasize that the practice of academic writing is shaped but not dictated by rules and conventions; that writing games consist of the practice of playing, not the rules themselves; and that writers have choices about whether and how to play.
Focusing on people rather than experiments, numbers, and abstractions, this interdisciplinary work draws on concepts and methods from narrative inquiry, qualitative anthropology and sociology, and case studies of academic literacy in the field of composition and rhetoric. The style of the book is accessible and reader friendly, eschewing highly technical insider language without dismissing complex issues. It has a multicultural focus in the sense that the people portrayed are from a number of different cultures within and outside North America. It is also a multivocal work: the author positions herself as both an insider and outsider and takes on the different voices of each; other voices that appear are those of her case study participants, and published authors and their case study participants. It is the author's hope that readers will find multiple ways to connect their own experiences with those of the writers the book portrays.

In this book, Andrew Brindle analyzes a corpus of texts taken from a white supremacist web forum which refer to the subject of homosexuality, drawing conclusions about the discourses of extremism and the dissemination of far-right hate speech online. The website from which Brindle's corpus is drawn, Stormfront, has been described as the most powerful active influence in the White Nationalist movement (Kim 2005). Through a linguistic analysis of the data combining corpus linguistic methodologies and a critical discourse analysis approach, Brindle examines the language used to construct heterosexual, white masculinities, as well as posters' representations of gay men, racial minorities and other out-groups, and how such groups are associated by the in-group. Brindle applies three types of analysis to the corpus: a corpus-driven approach centered on the study of frequency, keywords, collocation and concordance analyses; a detailed qualitative study of posts from the forum and the threads in which they are located; and a corpus-based approach which combines the corpus linguistic and qualitative analyses. The analysis of the data demonstrates a convergence of reactionary responses to not only women, gay men and lesbians, but also to racial minorities. Brindle's findings suggest that due to the forum format of the data, topics are discussed and negotiated rather than dictated unilaterally as would be the case in a hierarchical organization. This research-based study of white supremacist discourse on the Internet facilitates understanding of hate speech and the behavior of extremist groups, with the aim of providing tools to combat elements of extremism and intolerance in society.

"A Place To Be Navajo" is the only book-length ethnographic account of a revolutionary Indigenous self-determination movement that began in 1966 with the Rough Rock Demonstration School. Called "Dine Bi'olta', " The People's School, in recognition of its status as the first American Indian community-controlled school, Rough Rock was the first to teach in the Native language and to produce a body of quality children's literature by and about Navajo people. These innovations have positioned the school as a leader in American Indian and bilingual/bicultural education and have enabled school participants to wield considerable influence on national policy. This book is a critical life history of this singular school and community.
McCarty's account grows out of 20 years of ethnographic work by the author with the "Dine" (Navajo) community of Rough Rock. The story is told primarily through written text, but also through the striking black-and-white images of photographer Fred Bia, a member of the Rough Rock community. Unlike most accounts of Indigenous schooling, this study involves the active participation of Navajo community members. Their oral testimony and that of other leaders in Indigenous/Navajo education frame and texture the account.
Informed by critical theories of education, this book is not just the story of a single school and community. It is also an inquiry into the larger struggle for self-determination by Indigenous and other minoritized communities, raising issues of identity, voice, and community empowerment. "A Place To Be Navajo" asks whether school can be a place where children learn, question, and grow in an environment that values and builds upon who they are. The author argues that the questions Rough Rock raises, and the responses they summon, implicate us all.

Contents:
Hearings on The Enforcement of the Voting Rights Act:

Hearings Before the Civil Rights Oversight Subcommittee (Subcommittee No. 4) of the Committee on the Judiciary, House of Representatives, 92nd Congress, First Session on the Enforcement and Administration of the Voting Rights Act of 1965, As Amended, May 26; June 2 & 10, 1971, Serial No. 8, GPO (1971):

Testimony of:

* Henry, Dr. Aaron, president, Mississippi State Conference of Branches, NAACP, accompanied by Clarence Mitchell, director, Washington bureau, NAACP, and Frank Polhaus, counsel, Washington bureau, NAACP.
* Lewis, John, director, Voter Education Project.
* Derfner, Armand, attorney, Lawyer's Committee for Civil Rights Under Law, accompanied by Stanley Halpin, attorney, Lawyer's Constitutional Defense Committee, New Orleans, Louisiana

Testimony of and Brief Submitted by the Mississippi Freedom Democratic Party (Prepared by Joseph L. Rauh, Jr., Assisted by Eleanor K. Holmes and H. Miles Jaffe):

* Raugh, Joseph L., Jr., general counsel, Leadership Conference on Civil Rights, Accompanied by Clarence Mitchell, director, Washington bureau, NAACP, and Frank Polhaus, counsel, Washington bureau, NAACP

Correspondence:

* Parker, Frank, R., attorney, Lawyer's Committee for Civil Rights Under Law, to Hon. Don Edwards, May 19, 1971.

* Edwards, Hon. Don, a Representative in Congress from the State of California, and Chairman, Civil Rights Oversight Subcommittee, to David L. Norman, Acting Assistant Attorney General, Civil Rights Division, June 1, 1971.

* Norman, David L., Acting Assistant Attorney General, Civil Rights Division, Reply to Edwards, Hon. Don, a Representative in Congress from the State of California, and Chairman, Civil Rights Oversight Subcommittee and 'Current Registration in Mississippi Counties.'

Hearings on Amendments to the Voting Rights Act of 1965:

Hearings Before the Subcommittee on Constitutional Rights of the Committee on the Judiciary United States Senate, 91st Congress, First and Second Sessions on S. 818, S. 2456, S. 2507, and Title IV of S. 2029, Bills to Amend the Voting Rights Act of 1965, July 9, 10, 11, and 30, 1969 and February 18, 19, 24, 25, 26, 1970, GPO (1970).

Statement of Honorable Barry Goldwater, US Senator from Arizona on Voter Residency Requirements I the Nation, Thurs., February 19, 1970.

Voting Rights Act Extension, House of Representatives, 94th Congress, 1st Session, Report No. 94-196, May 8,1975:

* 'Report, together with Additional, Supplemental, Separate, Additional Supplemental, and Views Concurring in Part and Dissenting (to accompany H.R. 6219) B. Title II: Expansion of the Voting Rights Act.'

* Mc Donald, Laughlin. A Special Report from the American Civil Liberties Union, 'Voting Rights in the South.' Laughlin McDonald (January, 1982).

* Ortiz, Daniel 'Note: Alternative Voting Systems as Remedies or Unlawful At-Large Systems.' Yale Law Journal (1982).

Voting Rights Act Extension. Report of the Committee on the Judiciary, United States Senate, 97th Congress, 2nd Session, Report no. 97-417, Calendar No. 598 May 25, 1982: 'Report of the Committee on the Judiciary on S. 1992 with Additional Minority ad Supplemental Views VI. Amendment to Section 2 of the Voting Rights Act,' and 'Additional Views of Senator Strom Thurmond.'

* Low-Beer, John R. 'The Constitutional Imperative of Proportional Representation.' Yale Law Journal 94 (1984).

Shapiro, Howard. 'Geometry and Geography: Racial Gerrymandering and the Voting Rights Act.' Yale Law Journal 94 (1984).

* Note: The Disenfranchisement of Ex-Felons: Citizenship, Criminality and the 'Purity of the Ballot Box', ' Harvard Law Review (102) (1989).

Strauss, David, A. 'The Myth of Colorblindness.' Supreme Court Review (1986).

McCrary, Peyton and Pamela S. Karlan 'Book Review: Without Fear and Without Research: Abigail Thernstrom on the Voting Rights Act.' Journal of Law and Politics 4 (1988).

McCrary, Peyton and J. Gerald Hebert 'Keeping the Courts Honest: The Role of Historians as Expert Witnesses in Southern Voting Rights Cases.' Southern University Law Review 16 (1989).

Atrocities by terrorists acting in the name of the 'Islamic State' are occurring with increasing regularity across Western Europe. Often the perpetrators are 'home grown', which places the relationship between Muslims and the countries in which they live under intense political and media scrutiny, and raises questions about the success of the integration of Muslims of migrant origin. At the same time, populist politicians try to shift the blame from the few perpetrators to the supposed characteristics of all Muslims as a 'group' by depicting Islam as a threat that seeks to undermine liberal democratic values and institutions. The research in this volume attempts to redress the balance by focusing on the views and life experiences of the many 'ordinary' Muslims in their European societies of settlement, and the role that cultural and religious factors play in shaping their social relationships with majority populations and public institutions. The book is specifically interested in the relationship between cultural/religious distance and social factors that shape the life chances of Muslims relative to the majority. The study is cross-national, comparative across the six main receiving countries with distinct approaches to the accommodation of Muslims: France, Germany, Britain, the Netherlands, Belgium and Switzerland. The research is based on the findings of a survey of four groups of Muslims from distinct countries of origin: Turkey, Morocco, the former Yugoslavia, and Pakistan, as well as majority populations, in each of the receiving countries. This book was originally published as a special issue of the Journal of Ethnic and Migration Studies.

This book offers a unique perspective on contemporary France by focusing on racial diversity, race, and racism as central features of French society and identity. Marie des Neiges Leonard critically reviews contentious public policies and significant issues, including reactions to the terrorist attack against satirical magazine Charlie Hebdo and policies regarding the Islamic veil, revealing how color-blind racism plays a role in the persistence of racial inequality for French racial minorities. Drawing from American sociological frameworks, this outstanding study presents a new way of thinking in the study of racial identity politics in today's France.

The controversies of redistricting have challenged America's commitment to participatory democracy and America's ability to account for its historical record of voting and racial discrimination. This three-volume set brings together all the major legal cases and the most influential articles on the legal and historical arguments of this issue. Available as a set or as single volumes.

Is community possible within culturally diverse societies? As humanity becomes increasingly interconnected through globalisation, this question is once more of concern in contemporary thought. Simpson traces the debate thorough the works of Arnold, Herder, Adorno, Habermas and others and proposes an alternative that bridges cultural differences without erasing them. He argues that in order to achieve cross-cultural understanding we must establish common aesthetic and ethical standards which incorporate sensitivity to difference.

One of the most heavily travelled migration routes from Old World to New was the trajectory of slave ships that left the coast of West Africa along the Bight of Benin and landed their human cargo in Brazil. An estimated two million persons over the course of some 250 years were forced migrants along this route, arriving mainly in the Brazilian province of Bahia. Earlier generations of scholars studied this southern portion of the slave trade simply as an east-west movement of enslaved persons stripped of identity and culture, or they looked for possible retentions of Africa among descendants of slaves in the Americas.

This book tells us how various global regions are dealing with three major concerns within the field of multicultural education:
*the conceptualization and realization of "difference" and "diversity";
*the inclusion and exclusion of social groups within a definition of multicultural education; and
*the effects of power on relations between and among groups identified under the multicultural education umbrella.
All of the chapter authors pay attention to these themes, but, at the same time, they bring their particular interests and perspectives to the book, addressing issues, such as linguistic, racial, ethnic, and religious diversity; class; educational inequalities; teacher education; conceptualizations of citizenship; and questions of identity construction. In addition, the authors offer both historical and social contexts for their analytical discussion of the ideals and practices of multicultural education in a particular region.
This is not a book that tells us about multicultural education with an international "twist"; it provides readers with different ways to think, talk, and do research about issues of "diversity," "difference," and the effects of power as they relate to education.

This title was first published in 2000: This text deals with two intertwined dimensions of multicultural citizenship of the European Union. It studies the theoretical debate over how best to reconcile multiculturalism, citizenship and the need for collective identity at the European Union (EU) level by comparing EU citizenship with cultural citizenship and multicultural studies in the United States. In addition to this, through the study of EU documents, the author contends that there exists such a thing as policies of multicultural citizenship at the European Union level. He then goes on to analyze their key aspects, such as the pursuit of symbolic forms of multiculturalism and the arguments to support affirmative action policies for women. The text also examines the steps taken by certain EU institutions towards creating European identity and improving awareness of citizenship and cultural heritage, while meeting the test of subsidiarity. The author concludes that there are competing discourses in EU institutions concerning the best model for EU citizenship. Among other concepts, they construe multiculturalism and transnationalism as contested and sometimes opposing interpretations of citizenship. The text goes on to reveal a lack of substantive connection between EU citizenship and identity in the European Union, as well as the artificiality of EU attempts to build it anew. It concludes that a plurality of cultural constructions of EU citizenship, within the wider framework of liberal culturalism, may be a viable model of EU citizenship.

In recent years, reported racial disparities in IQ scores have been the subject of raging debates in the behavioral and social sciences and education. What can be made of these test results in the context of current scientific knowledge about human evolution and cognition? Unfortunately, discussion of these issues has tended to generate more heat than light.
Now, the distinguished authors of this book offer powerful new illumination. Representing a range of disciplines--psychology, anthropology, biology, economics, history, philosophy, sociology, and statistics--the authors review the concept of race and then the concept of intelligence. Presenting a wide range of findings, they put the experience of the United States--so frequently the only focus of attention--in global perspective. They also show that the human species has no races in the biological sense (though cultures have a variety of folk concepts of race), that there is no single form of intelligence, and that formal education helps individuals to develop a variety of cognitive abilities. "Race and Intelligence" offers the most comprehensive and definitive response thus far to claims of innate differences in intelligence among races.

This is the first book to explore the meaning of equality and freedom of education in a global context and their relationship to the universal right to education. It also proposes evaluating school systems according to their achievement of equality and freedom.
Education in the 21st century is widely viewed as a necessary condition for the promotion of human welfare, and thus identified as a basic human right. Educational rights are included in many national constitutions written since the global spread of human rights ideas after World War II. But as a global idea, the meaning of educational rights varies between civilizations. In this book, which builds on the concept of the universal right to education set forth in Spring's "The Universal Right to Education: Justification, Definition, and Guidelines, " his intercivilizational analysis of educational rights focuses on four of the world's major civilizations: Confucian, Islamic, Western, and Hindu.
Spring begins by considering educational rights as part of the global flow of ideas and the global culture of schooling. He also considers the tension this generates within different civilizational traditions. Next, he proceeds to:
*examine the meaning of educational rights in the Confucian tradition, in the recent history of China, and in the Chinese Constitution;
*look at educational rights in the context of Islamic civilization and as presented in the constitutions of Islamic countries, including an analysis of the sharp contrast between the religious orientation of Islamic educational rights and those of China and the West;
*explore the problems created by the Western natural rights tradition and the eventual acceptance of educational rights as represented in European constitutions, with a focus on the development and prominence given in the West to the relationship between schooling and equality of opportunity; and,
*investigate the effect of global culture on India and the blend of Western and Hindu ideas in the Indian constitution, highlighting the obstacles to fulfillment of educational rights created by centuries of discrimination against women and lower castes.
In his conclusion, Spring presents an educational rights statement based on his intercivilizational analysis and his examination of national constitutions. This statement is intended to serve as a model for the inclusion of educational rights in national constitutions.

Political Principles and Indian Sovereignty examines the connection between the well being of Indian people, the sovereignty of Indian Nations and the democratic principles on which the United States was founded. Problems faced by Native Americans in health, education and general welfare are linked to the loss of sovereignty caused by the U.S. Government.

This volume of the National Political Science Review, the official publication of the National Political Science Association, is anchored by a major symposium on The Politics of the Black "Nation," the book authored by Matthew Holden in 1973, which is now considered one of the most influential books in the field of black politics. Twenty-five years provide a sufficient timespan on which to base a retrospective of the book and simultaneously to reflect upon the evolution of the black liberation struggle, more formally called, African American politics. In the present age, there is not much talk about "a black nation," certainly not as was heard during the 1960s and mid-1970s. Yet there is a persistent sense of separateness in that there is constant thought and talk of "Black America" as a significantly separate communal entity. Black Americans are seen as a racially and culturally distinct community holding to social, political, economic interests which have special significance and poignancy for them. Holden's perception of the nature of the times in the early seventies stands in sharp contrast to how contemporary analysts of African American politics tend to perceive the nature of African Americans' role in political life and their position in American society in the present age. In this retrospective, readers have the opportunity to get a sense of what Holden argued of the seven essays that make up his seminal volume and to consider how well Holden's observations have stood the tests of time. In addition to the essays presented at the symposium, which pointedly discuss Holden's work, there are essays dealing with "African American Politics in Constancy and Change," by contributors including Charles Henry, David Covin, Robert C. Smith, Clyde Lusane, Cheryl Miller, D'Linell Finley, and Sekou Franklin, among others. Other features are a highly informative discussion of the Literary Digest magazine's Straw-Vote Presidential Polls, 1916-1936, and a review essay by Peter Ronaye in which he discusses "America as 'New World' Power: U.S. Foreign Policy in the Post-Cold War Era." The volume concludes with fifteen book reviews by knowledgeable scholars. The Politics of the Black "Nation" is a timely, thought-provoking volume. It will be of immense value to ethnic studies specialists, African American studies scholars, political scientists, historians, and sociologists. Georgia A. Persons is professor in the School of Public Policy at the Georgia Institute of Technology and the current editor of the National Political Science Review.

Women in Islam investigates the ongoing debate, in both the Muslim world and the West, on the position of women in Islam.
Anne-Sofie Roald illustrates how Islamic perceptions of women and gender relations change in Western Muslim communities. She shows how Islamic attitudes towards social concerns, such as gender relations, female circumcision and Islamic female dress emerge as responsive to culture and context, rather than rigid and inflexible, as is often perceived.

Contents:
Acknowledgments Preface Introduction: Kwik? Kwak!: Narrations of the Self Chapter 1. Talking Back to the bildunsroman Chapter 2. Negotiating Exile: Take Your Bundle and Leave and Go! Chapter 3. Slippery Tongues: Re/Claiming Orality as a Tactic of Intervention Chapter 4. W/righting History: Locating the Traveling Subject Chapter 5. Kwik? Kwak!: Infinite Chronicles of the World and the Word Bibliography Index

Poverty and race -- two of America's most salient, and seemingly intractable, domestic problems -- form the cornerstone of this volume. Featuring contributions by some of the most progressive thinkers on these subjects, the book focuses on the key questions as we begin the new century. From the possibility of achieving true integration (as opposed to mere desegregation), environmental justice, education and its role as counter to structural poverty, to the promise (and lack thereof) of recent anti-poverty policies, Challenges to Equality shines an unflinching light on some of the most important issues we face as a society.