Addressing ethnic cleansing, culture wars, human sufferings, terrorism, immigration, and intensified xenophobia, "The Globalization of Racism" explains why it is vital that we gain a nuanced understanding of how ideology underlies all social, cultural, and political discourse and racist actions. The book looks at recent developments in France, Germany, Greece, Ireland, Israel, Italy, Portugal, Spain and the United States and uses examples from the mass media, popular culture, and politics to address the challenges these and other countries face in their democratic institutions. The eminent authors of this important book show how we can educate for critical citizenry in the ever-increasing multicultural and multiracial world of the twenty-first century. Contributors are: David Theo Goldberg, Loic Wacquant, Edward W. Said, Zygmunt Bauman, Peter Mayo and Carmel Borg, Anna Aluffi Pentini and Walter Lorenz, Peter Gstettner, Georgios Tsiakalos, Franz Hamburger, Julio Vargas, Lena de Botton and Ramon Flecha, Concetta Sirna, Jan Fiola, Joao Paraskeva, Henry A. Giroux. It explores new forms of racism in the era of globalization.

Addressing ethnic cleansing, culture wars, human sufferings, terrorism, immigration, and intensified xenophobia, "The Globalization of Racism" explains why it is vital that we gain a nuanced understanding of how ideology underlies all social, cultural, and political discourse and racist actions. The book looks at recent developments in France, Germany, Greece, Ireland, Israel, Italy, Portugal, Spain and the United States and uses examples from the mass media, popular culture, and politics to address the challenges these and other countries face in their democratic institutions. The eminent authors of this important book show how we can educate for critical citizenry in the ever-increasing multicultural and multiracial world of the twenty-first century. Contributors are: David Theo Goldberg, Loic Wacquant, Edward W. Said, Zygmunt Bauman, Peter Mayo and Carmel Borg, Anna Aluffi Pentini and Walter Lorenz, Peter Gstettner, Georgios Tsiakalos, Franz Hamburger, Julio Vargas, Lena de Botton and Ramon Flecha, Concetta Sirna, Jan Fiola, Joao Paraskeva, Henry A. Giroux. It explores new forms of racism in the era of globalization.

'[P]erhaps the best analysis of the English-only movement in the US and the ramifications worldwide of language policies favouring English ...It displays a dazzling grasp of the many meanings of language and the politics that underlie language policy and educational discourse.' Stanley Aronowitz, City University of New York 'In the present political climate, racism and classism often hide behind seemingly technical issues about English in the modern world. The Hegemony of English courageously unmasks these deceptions and points the way to a more humane and sane way to discuss language in our global world.' James Paul Gee, University of Wisconsin, Madison The Hegemony of English succinctly exposes how the neoliberal ideology of globalization promotes dominating language policies. In the United States and Europe these policies lead to linguistic and cultural discrimination while, worldwide, they aim to stamp out a greater use and participation of national and subordinate languages in world commerce and in international organizations such as the European Union. Democracy calls for broad, multi-ethnic participation, and the authors point us toward more effective approaches in an increasingly interconnected world.

How can Paulo Freire s progressive and vital contributions to curriculum planning can be made more relevant today for educators, policy makers and anybody involved in education? This book provides a necessary framework as it articulates significant questions. The first deals with Freire s positions on curriculum planning, the second is devoted to the historical development and the character of his perspective on curriculum planning, and the third refers to the ways his perspective compares to others, as well as to its contemporary value. Freire s perspective comes into direct conflict with traditional views on curriculum planning, the content of which represents what is perceived as the highest expression of Western civilization. Freire also breaks with the dominant perspective of social efficiency on curriculum planning whose main aim is to supply, via behavioral objectives, the knowledge and skills deemed necessary for the efficient function of the economy and the society, treats learners as passive receivers of knowledge, and assigns to curriculum a technical character disarticulated from social, political or ideological conflicts. In addition, he does not focus on studying the learner in an abstract or a-historical framework, nor does he adopt an individualistic interpretation which fetishizes spontaneity. In contrast to traditional perspectives on the curriculum, Freire provides a fertile ground for teachers and any others who seek to transform schools and improve student s learning and lives."

'[P]erhaps the best analysis of the English-only movement in the US and the ramifications worldwide of language policies favouring English ...It displays a dazzling grasp of the many meanings of language and the politics that underlie language policy and educational discourse.' Stanley Aronowitz, City University of New York 'In the present political climate, racism and classism often hide behind seemingly technical issues about English in the modern world. The Hegemony of English courageously unmasks these deceptions and points the way to a more humane and sane way to discuss language in our global world.' James Paul Gee, University of Wisconsin, Madison The Hegemony of English succinctly exposes how the neoliberal ideology of globalization promotes dominating language policies. In the United States and Europe these policies lead to linguistic and cultural discrimination while, worldwide, they aim to stamp out a greater use and participation of national and subordinate languages in world commerce and in international organizations such as the European Union. Democracy calls for broad, multi-ethnic participation, and the authors point us toward more effective approaches in an increasingly interconnected world.

How can Paulo Freire s progressive and vital contributions to curriculum planning can be made more relevant today for educators, policy makers and anybody involved in education? This book provides a necessary framework as it articulates significant questions. The first deals with Freire s positions on curriculum planning, the second is devoted to the historical development and the character of his perspective on curriculum planning, and the third refers to the ways his perspective compares to others, as well as to its contemporary value. Freire s perspective comes into direct conflict with traditional views on curriculum planning, the content of which represents what is perceived as the highest expression of Western civilization. Freire also breaks with the dominant perspective of social efficiency on curriculum planning whose main aim is to supply, via behavioral objectives, the knowledge and skills deemed necessary for the efficient function of the economy and the society, treats learners as passive receivers of knowledge, and assigns to curriculum a technical character disarticulated from social, political or ideological conflicts. In addition, he does not focus on studying the learner in an abstract or a-historical framework, nor does he adopt an individualistic interpretation which fetishizes spontaneity. In contrast to traditional perspectives on the curriculum, Freire provides a fertile ground for teachers and any others who seek to transform schools and improve student s learning and lives."