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Showing 1 - 6 of
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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."
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