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.