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With growing levels of Euroscepticism across EU member states,
grasping the roots of opposition to European integration has become
more important than ever. This book charts public perceptions of
the European Union in both the EU-15 and the new member states and
introduces an identity-based model to explain mass
Euroscepticism.
'Here is a comprehensive view of leading theories and practices of
multicultural education from scholars of various racial and ethnic
groups. The perspectives of those often left out of scholarly
debate are well represented in this book. Those perspectives offer
significant insights into the ways in which dominant ideologies and
classroom practices have functioned to serve only one segment of
the American population.' ---Sandra M. Lawrence, Mount Holyoke
College
To be a tourist in Libya during the period of Italian colonization
was to experience a complex negotiation of cultures. Against a
sturdy backdrop of indigenous culture and architecture, modern
metropolitan culture brought its systems of transportation and
accommodation, as well as new hierarchies of political and social
control. Architecture and Tourism in Italian Colonial Libya shows
how Italian authorities used the contradictory forces of tradition
and modernity to both legitimize their colonial enterprise and
construct a vital tourist industry. Although most tourists sought
to escape the trappings of the metropole in favor of experiencing
"difference," that difference was almost always framed, contained,
and even defined by Western culture. McLaren argues that the
"modern" and the "traditional" were entirely constructed by
colonial authorities, who balanced their need to project an image
of a modern and efficient network of travel and accommodation with
the necessity of preserving the characteristic qualities of the
indigenous culture. What made the tourist experience in Libya
distinct from that of other tourist destinations was the constant
oscillation between modernizing and preservation tendencies. The
movement between these forces is reflected in the structure of the
book, which proceeds from the broadest level of inquiry into the
Fascist colonial project in Libya to the tourist organization
itself, and finally into the architecture of the tourist
environment, offering a way of viewing state-driven modernization
projects and notions of modernity from a historical and geographic
perspective. This is an important book for architectural historians
and for those interested in colonial and postcolonial studies, as
well as Italian studies, African history, literature, and cultural
studies more generally.
Our educational system is in turmoil. Many would argue that it has
been assaulted and oversimplified by the right. There is growing
concern that we are becoming a liberal nation-state with an
increasingly anti-liberal population and an electorate that is
disinterested in politics. In this globalized world, the power of
capital is so great that opposition to it is often discouraged and
disheartened, leaving many citizens few political precepts by which
to consider their institutions. This contemporary failure of vision
has opened the way for the unimpeded return of the philosophy of
the free market. As a result, social and educational policies are
debated almost solely in terms of how they fit with the needs of
the market. Social and ethical understandings are replaced by a
failed economic theory that requires a radical constraint of our
political and economic choices. Compassion for the poor, the market
lets us know, is wrong-headed because any interference with the
labor market will always result in unfortunate economic and social
consequences. Moral issues are eclipsed by market needs. In
Critical Pedagogy: Where Are We Now? the contributors discuss how
the field of critical pedagogy should respond to such dire
conditions in a way that is theoretically savvy and visionary,
while concurrently contributing to the struggle to improve the
lives of those most hurt by them. Critical Pedagogy is essential
reading for every classroom teacher and pre-service teacher. It is
also a valuable tool for use in undergraduate and graduate-level
classrooms.
Our educational system is in turmoil. Many would argue that it has
been assaulted and oversimplified by the right. There is growing
concern that we are becoming a liberal nation-state with an
increasingly anti-liberal population and an electorate that is
disinterested in politics. In this globalized world, the power of
capital is so great that opposition to it is often discouraged and
disheartened, leaving many citizens few political precepts by which
to consider their institutions. This contemporary failure of vision
has opened the way for the unimpeded return of the philosophy of
the free market. As a result, social and educational policies are
debated almost solely in terms of how they fit with the needs of
the market. Social and ethical understandings are replaced by a
failed economic theory that requires a radical constraint of our
political and economic choices. Compassion for the poor, the market
lets us know, is wrong-headed because any interference with the
labor market will always result in unfortunate economic and social
consequences. Moral issues are eclipsed by market needs. In
Critical Pedagogy: Where Are We Now? the contributors discuss how
the field of critical pedagogy should respond to such dire
conditions in a way that is theoretically savvy and visionary,
while concurrently contributing to the struggle to improve the
lives of those most hurt by them. Critical Pedagogy is essential
reading for every classroom teacher and pre-service teacher. It is
also a valuable tool for use in undergraduate and graduate-level
classrooms.
With growing levels of Euroscepticism across EU member states,
grasping the roots of opposition to European integration has become
more important than ever. This book charts public perceptions of
the European Union in both the EU-15 and the new member states and
introduces an identity-based model to explain mass Euroscepticism.
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