An insightful study of how identity is mobilized in and for war in the face of homegrown terrorism. "You are either with us, or against us" is the refrain that captures the spirit of the global war on terror. Images of the "them" implied in this war cry-distinct foreign "others"-inundate Americans on hit television shows, Hollywood blockbusters, and nightly news. However, in this book, Piotr Szpunar tells the story of a fuzzier image: the homegrown terrorist, a foe that blends into the crowd, who Americans are told looks, talks, and acts "like us." Homegrown delves into the dynamics of domestic counterterrorism, revealing the complications that arise when the terrorist threat involves Americans, both residents and citizens, who have taken up arms against their own country. Szpunar examines the ways in which identities are blurred in the war on terror, amid debates concerning who is "the real terrorist." He considers cases ranging from the white supremacist Sikh Temple shooter,,to the Newburgh Four, ex-convicts caught up in an FBI informant-led plot to bomb synagogues, to ecoterrorists, to the Tsarnaev brothers responsible for the Boston Marathon bombing. Drawing on popular media coverage, court documents, as well as "terrorist"-produced media, Szpunar poses new questions about the strategic deployment of identity in times of conflict. The book argues that homegrown terrorism challenges our long held understandings of how identity and difference play out in war-beyond "us versus them"-and, more importantly, that the way in which it is conceptualized and combatted has real consequences for social, cultural, and political notions of citizenship and belonging. The first critical examination of homegrown terrorism, this book will make you question how we make sense of the actions of ourselves and others in global war, and the figures that fall in between.

An articulation of any kind of global understanding of belonging, or ways of cosmopolitan life, requires a constant engagement with vulnerability, especially in a world that is so deeply wounded by subjugation, colonialisms and genocides. And yet discussion of the body, affect and corporeal politics from the margins are noticeably absent from contemporary liberal and Kantian models of cosmopolitan thought. This book explores the ways in which existing narratives of cosmopolitanism are often organised around European and American discourses of human rights and universalism, which allow little room for the articulation of an affective, embodied and subaltern politics. It brings contemporary understandings of cosmopolitan solidarities into dialogue with the body, affect and the persistent spectre of colonial difference. Race, ethnicity, sexuality and gender are all extremely important to these articulations of cosmopolitan belongings, and we cannot really speak of communities without speaking of embodiment and emotion. This text envisions new ways of articulating and conceptualising 'corporeal cosmopolitanism' which are neither restricted to a purely postcolonial paradigm, nor subjugated by European colonialism and modernity. It challenges the understanding of liberal cosmopolitan solidarities using decolonial, and feminist performances of solidarity as radical compassion, resistance, and love.

This collective work sheds light on our understanding of the notions of expatriation and migration. The main objective is to highlight and critically examine the dichotomy that lies beyond these terms. Based on field research by authors from four continents, this book offers a global perspective on the social distinction between the same human faces.

Creating a meaningful and interactive learning environment is a complex task for any educator. However, once this is accomplished, students have the chance to receive enhanced opportunities for knowledge development and retention. Challenges Associated with Cross-Cultural and At-Risk Student Engagement provides a comprehensive examination on emerging strategies for optimizing instructional environments in modern school systems and emphasizes the role that intercultural education plays in this endeavor. Highlighting research perspectives across numerous topics, such as curriculum design, student-teacher interaction, and critical pedagogies, this book is an ideal reference source for professionals, academics, educators, school administrators, and practitioners interested in academic success in high stakes assessment environments.

Author of Motherless Brooklyn and The Fortress of Solitude, Jonathan Lethem is one of the most celebrated and significant American writers working today. This new scholarly study draws on a deep knowledge of all Lethem's work to explore the range of his writing, from his award-winning fiction to his work in comics and criticism. Reading Lethem in relation to five themes crucial to his work, Joseph Brooker considers influence and intertextuality; the role of genres such as crime, science fiction and the Western; the imaginative production of worlds; superheroes and comic book traditions; and the representation of New York City. Close readings of Lethem's fiction are contextualized by reference to broader conceptual and comparative frames, as well as to Lethem's own voluminous non-fictional writing and his adaptation of precursors from Franz Kafka to Raymond Chandler. Rich in critical insight, Jonathan Lethem and the Galaxy of Writing demonstrates how an understanding of this author illuminates contemporary literature and culture at large.

Focusing on a decade in Irish history which has been largely overlooked, Youth and Popular Culture in 1950s Ireland provides the most complete account of the 1950s in Ireland, through the eyes of the young people who contributed, slowly but steadily, to the social and cultural transformation of Irish society. Eleanor O'Leary presents a picture of a generation with an international outlook, who played basketball, read comic books and romance magazines, listened to rock'n'roll music and skiffle, made their own clothes to mimic international styles and even danced in the street when the major stars and bands of the day rocked into town. She argues that this engagement with imported popular culture was a contributing factor to emigration and the growing dissatisfaction with standards of living and conservative social structures in Ireland. As well as outlining teenagers' resistance to outmoded forms of employment and unfair work practices, she maps their vulnerability as a group who existed in a limbo between childhood and adulthood. Issues of unemployment, emigration and education are examined alongside popular entertainments and social spaces in order to provide a full account of growing up in the decade which preceded the social upheaval of the 1960s. Examining the 1950s through the unique prism of youth culture and reconnecting the decade to the process of social and cultural transition in the second half of the 20th century, this book is a valuable contribution to the literature on 20th-century Irish history.

We are moving toward a future in which digital practices are becoming more ubiquitous. Also, there is evidence to suggest that innovative digital practices are changing the face of 21st-century learning environments. Critical to 21st-century teaching and learning success is continued emphasis on learner preferences, shaped by innovative digital technology-driven learning environments alongside teacher awareness, knowledge, and preparedness to deliver high-impact instruction using active learning pedagogies. Thus, the purposeful and selective use of digital learning tools in higher education and the incorporation of appropriate active learning pedagogies are pivotal to enhancing and supporting meaningful student learning. The Handbook of Research on Innovative Digital Practices and Globalization in Higher Education explores innovative digital practices to enhance academic performance for digital learners and prepare qualified graduates who are competent to work in an increasingly global digital workplace. Global competence has become an essential part of higher education and professional development. As such, it is the responsibility of higher education institutions to prepare students with the knowledge, skills, and competencies required to compete in the digital and global market. Covering topics such as design thinking, international students, and digital teaching innovation, this major reference work is an essential resource for pre-service and in-service teachers, educational technologists, instructional designers, faculty, administrators, librarians, researchers, and academicians.

French Studies in and for the 21st Century draws together a range of key scholars to examine the current state of French Studies in the UK, taking account of the variety of factors which have made the discipline what it is. The book looks ahead to the place of French Studies in a world that is increasingly interdisciplinary, and where student demands, new technologies and transnational education are changing the ways in which we learn, teach, research and assess. Required reading for all UK French Studies scholars, the book will also be an essential text for the French Studies community worldwide as it grapples with current demands and plans for the future.

This book provides a holistic overview of the history of sustainable development in Denmark over the last fifty years, covering a host of issues central to the Sustainable Development Goals (SDGs): ending poverty; ensuring inclusive and equitable education; reducing inequality; making cities and settlements inclusive, safe and resilient; and fostering responsible production and consumption patterns, to name a few. It argues for a new framework of sustainability history, one that is truly global in outlook. As such, it explores what truly global sustainable development would look like. It considers how economic growth has been the driver for prosperity in the global north, and considers whether sustainable development and continued economic growth are irreconcilable, and what the future of sustainable development initiatives in Denmark might look like.

This excellent reference source brings together hard-to-find information on the constituent units of the Russian Federation. The introduction examines the Russian Federation as a whole, followed by a chronology, demographic and economic statistics, and a review of the Federal Government. The second section comprises territorial surveys, each of which includes a current map. This edition includes surveys covering the annexed (and disputed) territories of Crimea and Sevastopol, as well as updated surveys of each of the other 83 federal subjects. The third section comprises a select bibliography of books. The fourth section features a series of indexes, listing the territories alphabetically, by Federal Okrug and Economic Area. Users will also find a gazetteer of selected alternative and historic names, a list of the territories abolished, created or reconstituted in the post-Soviet period, and an index of more than 100 principal cities, detailing the territory in which each is located.

The Sunday Times Bestseller

We live in a time of unprecedented upheaval, with questions about the future, society, work, happiness, family and money, and yet no political party of the right or left is providing us with answers. Rutger Bregman, a bestselling Dutch historian, explains that it needn't be this way.

Bregman shows that we can construct a society with visionary ideas that are, in fact, wholly implementable. Every milestone of civilization - from the end of slavery to the beginning of democracy - was once considered a utopian fantasy. New utopian ideas such as universal basic income and a 15-hour work week can become reality in our lifetime.

This guide to a revolutionary yet achievable utopia is supported by multiple studies, lively anecdotes and numerous success stories. From a Canadian city that once completely eradicated poverty, to Richard Nixon's near implementation of a basic income for millions of Americans, Bregman takes us on a journey through history, beyond the traditional left-right divides, as he introduces ideas whose time has come.

Goethe in 1827 famously claimed that national literatures did not mean very much anymore, and that the epoch of world literature was at hand. Since the turn of the twenty-first century, in the so-called "transnational turn" in literary studies, interest in world literature, and in how texts move beyond national or linguistic boundaries, has peaked. The authors of the 18 articles making up Literary Transnationalism(s) reflect on how literary texts move between cultures via translation, adaptation, and intertextual referencing, thus entering the field of world literature. The texts and subjects treated range from Caribbean, American, and Latin American literature to European migrant literatures, from the uses of pseudo-translations to the organizing principles of world histories of literature, from the dissemination of knowledge in the middle ages to circulation of literary journals and series in the nineteenth and twentieth centuries. Contributors include, amongst others, Jean Bessiere, Johan Callens, Reindert Dhondt, Cesar Dominguez, Erica Durante, Ottmar Ette, Kathleen Gyssels, Reine Meylaerts, and Djelal Kadir. Authors discussed comprise, amongst others, Carlos Fuentes, Ernest Hemingway, Edouard Glissant.