'Original, adept and confident... What can I say, except that I wish I had written it myself?' -Hilary Mantel May 1907. Young Stalin - poet, bank-robber, spy - is in London for the 5th Congress of the Russian Communist Party. As he builds his powerbase in the party, Stalin manipulates alliances with Lenin, Trotsky, and Rosa Luxemburg under the eyes of the Czar's secret police. Meanwhile he is drawn to the fiery Finnish activist Elli Vuokko and risks everything in a relationship as complicated as it is dangerous.

Mark Chadwick is cycling home, eager to get back to his family, when he sees the police calling at his house. Mark cycles on - he knows why they're there. The secrets he has buried for twenty years are coming to confront him. Unless he can stay out of sight long enough to persuade his former lover to retract her confession to murder, Mark is going away for a very long time.

She loves you. She respects you. She just can't stay married to you. Luke Greenwood is in crisis. His wife of 32 years, Selena, is leaving him for a much younger man. Then local gangsters set their sights on his cafe and take an interest in what's left of his family.

Drawing on the latest developments in bilingual and multilingual research, The Multilingual Turn offers a critique of, and alternative to, still-dominant monolingual theories, pedagogies and practices in SLA, TESOL, and bilingual education. Critics of the 'monolingual bias' argue that notions such as the idealized native speaker, and related concepts of interlanguage, language competence, and fossilization, have framed these fields inextricably in relation to monolingual speaker norms. In contrast, these critics advocate an approach that emphasizes the multiple competencies of bi/multilingual learners as the basis for successful language teaching and learning. This volume takes a big step forward in re-situating the issue of multilingualism more centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries - particularly, those between SLA, TESOL, and bilingual education. It addresses this issue head on, bringing together key international scholars in SLA, TESOL, and bilingual education to explore from cutting-edge interdisciplinary perspectives what a more critical multilingual perspective might mean for theory, pedagogy, and practice in each of these fields.

The second edition addresses new theoretical and empirical developments since its initial publication, including the burgeoning influence of globalization and the relentless rise of English as the current world language. May's broad position, however, remains largely unchanged. He argues that the causes of many of the language-based conflicts in the world today still lie with the nation-state and its preoccupation with establishing a 'common' language and culture via mass education. The solution, he suggests, is to rethink nation-states in more culturally and linguistically plural ways while avoiding, at the same time, essentializing the language-identity link. This edition, like the first, adopts a wide interdisciplinary framework, drawing on sociolinguistics, applied linguistics, sociology, political theory, education and law. It also includes new discussions of cosmopolitanism, globalization, the role of English, and language and mobility, highlighting the ongoing difficulties faced by minority language speakers in the world today.

The first edition of Language and Minority Rights, an outstanding interdisciplinary analysis of the questions and issues concerning minority language rights in modern nation-states, is now regarded as a key benchmark in the field of language rights and language policy, drawing together debates on language from widely different academic fields, including the sociology of language, ethnicity and nationalism, sociolinguistics, social and political theory, education, history and law, and illustrating these debates via a wealth of different national contexts and examples.

The second edition of this provocative and groundbreaking book is a timely and useful revision of its core arguments and examples, addressing new theoretical and empirical developments since its initial publication. Stephen May 's basic position, however, remains unchanged he argues for a non-essentialist understanding of language rights, while at the same time outlining why language rights are both necessary and legitimate, particularly for minority groups. This volume is essential reading for students, teachers and researchers in the sociology of language, sociolinguistics, applied linguistics, language policy and planning, sociology, politics, and education.

Critical multiculturalism has emerged over the last decade as a direct challenge to liberal or benevolent forms of multicultural education. By integrating and advancing various critical theoretical threads such as anti-racist education, critical race theory, and critical pedagogy, critical multiculturalism has offered a fuller analysis of oppression and institutionalization of unequal power relations in education. But what do these powerful theories really mean for classroom practice and specific disciplines?

Edited by two leading authorities on multicultural education, Critical Multiculturalism: Theory and Praxis brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice. Providing both contextual background and curriculum specific subject coverage ranging from language arts and mathematics to science and technology, each chapter shows how critical multiculturalism relates to praxis. As a watershed in the further development of critical multicultural approaches to education, this timely collection will be required reading for all scholars, educators and practitioners of multicultural education.

This book aims to bring together two movements - multiculturalism and anti- racism - which, though having aims in common, have been at arms length in the past. Differences of emphasis have meant that classroom practice has been the natural realm of multiculturalism, while anti-racism has been dissatisfied with an approach that accentuates life-style at the expense of challenging or changing the racism that minority students experience. In these debates, there has been a concentration on culturally specific topics and this book goes beyond national boundaries to find how international concerns and contexts might provide answers to problems faced in single countries. Leading figures in the USA, Canada, South Africa, the UK and Australasia write on the issues.

This book aims to bring together two movements - multiculturalism and anti- racism - which, though having aims in common, have been at arms length in the past. Differences of emphasis have meant that classroom practice has been the natural realm of multiculturalism, while anti-racism has been dissatisfied with an approach that accentuates life-style at the expense of challenging or changing the racism that minority students experience. In these debates, there has been a concentration on culturally specific topics and this book goes beyond national boundaries to find how international concerns and contexts might provide answers to problems faced in single countries. Leading figures in the USA, Canada, South Africa, the UK and Australasia write on the issues.

Drawing on the latest developments in bilingual and multilingual research, The Multilingual Turn offers a critique of, and alternative to, still-dominant monolingual theories, pedagogies and practices in SLA, TESOL, and bilingual education. Critics of the 'monolingual bias' argue that notions such as the idealized native speaker, and related concepts of interlanguage, language competence, and fossilization, have framed these fields inextricably in relation to monolingual speaker norms. In contrast, these critics advocate an approach that emphasizes the multiple competencies of bi/multilingual learners as the basis for successful language teaching and learning. This volume takes a big step forward in re-situating the issue of multilingualism more centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries - particularly, those between SLA, TESOL, and bilingual education. It addresses this issue head on, bringing together key international scholars in SLA, TESOL, and bilingual education to explore from cutting-edge interdisciplinary perspectives what a more critical multilingual perspective might mean for theory, pedagogy, and practice in each of these fields.

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.

Language has too often been studied in isolation from the social and political conditions in which it is used. The late David Corson, the General Editor of the first edition of the Encyclopedia of Language and Education, held the position that an acute understanding of theory was a necessary prerequisite for action, not an alternative to it, especially if one were hoping to change policies for the better. The contributions in this volume acknowledge the centrality of the politics of language, highlighting the importance of the social and political contexts of language policy and language education. This is one of ten volumes of the Encyclopedia of Language and Education. The Encyclopedia bears testimony to the dynamism and evolution of the language and education field, as it confronts the ever-burgeoning and irrepressible linguistic diversity and ongoing pressures and expectations placed on education around the world.

This interdisciplinary collection addresses the position of minorities in democratic societies, with a particular focus on minority rights and recognition. For the first time, it brings together leading international authorities on ethnicity, nationalism and minority rights from both social and political theory, with the specific aim of fostering further debate between the disciplines. In their introduction, the editors explore the ways in which politics and sociology can complement each other in unravelling the many contradictory aspects of complex phenomena Topics addressed by include the constructed nature of ethnicity, its relation to class and to 'new racism', different forms of nationalism, self determination and indigenous politics, the politics of recognition versus the politics of redistribution, and the re-emergence of cosmopolitanism. This book is essential reading for all those involved in the study of ethnicity, nationalism and minority rights. NOT FINISHED

This volume offers a close look at four cases of indigenous language revitalization: Maori in Aotearoa/New Zealand, Sami in Scandinavia, Hnahno in Mexico and Quechua and other indigenous languages in Latin America. Essays by experts from each case are in turn discussed in international perspective by four counterpart experts.

This volume offers a close look at four cases of indigenous language revitalization: Maori in Aotearoa/New Zealand, Saami in Scandinavia, Hnahno in Mexico and Quechua and other indigenous languages in Latin America. Starting from the premise than indigenous language revitalization is worth doing, the authors focus on HOW to do indigenous revitalization, and in particular, the role of schools in that endeavor. Essays by experts from each case are in turn discussed in international perspective by four counterpart experts.

Critical multiculturalism has emerged over the last decade as a direct challenge to liberal or benevolent forms of multicultural education. By integrating and advancing various critical theoretical threads such as anti-racist education, critical race theory, and critical pedagogy, critical multiculturalism has offered a fuller analysis of oppression and institutionalization of unequal power relations in education. But what do these powerful theories really mean for classroom practice and specific disciplines?

Edited by two leading authorities on multicultural education, Critical Multiculturalism: Theory and Praxis brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice. Providing both contextual background and curriculum specific subject coverage ranging from language arts and mathematics to science and technology, each chapter shows how critical multiculturalism relates to praxis. As a watershed in the further development of critical multicultural approaches to education, this timely collection will be required reading for all scholars, educators and practitioners of multicultural education.

This edited collection provides examples of indigenous community-based initiatives from around the world. Examples include programmes among Maori in Aotearoa/New Zealand, Sami in Norway, Aboriginal People in Australia, Innu in Canada, and native Americans in the mainland US, Hawai'i, Canada and South America. Contributions include indigenous educational practitioners, and indigenous and non-indigenous academics long associated with the study of indigenous education.

In this book, Fitzpatrick and May make the case for a reimagined approach to critical ethnography in education. Working with an expansive understanding of critical, they argue that many researchers already do the kind of critical ethnography suggested in this book, whether they call their studies critical or not. Drawing on a wide range of educational studies, the authors demonstrate that a methodology that is lived, embodied, and personal-and fundamentally connected to notions of power-is essential to exploring and understanding the many social and political issues facing education today. By grounding studies in work that reimagines, troubles, and questions notions of power, injustice, inequity, and marginalization, such studies engage with the tenets of critical ethnography. Offering a wide-ranging and insightful commentary on the influences of critical ethnography over time, Fitzpatrick and May interrogate the ongoing theoretical developments, including poststructuralism, postcolonialism, and posthumanism. With extensive examples, excerpts, and personal discussions, the book thus repositions critical ethnography as an expansive, eclectic, and inclusive methodology that has a great deal to offer educational inquiries. Overviewing theoretical and methodological arguments, the book provides insight into issues of ethics and positionality as well as an in-depth focus on how ethnographic research illuminates such topics as racism, language, gender and sexuality in educational settings. It is essential reading for students, scholars, and researchers in qualitative inquiry, ethnography, educational anthropology, educational research methods, sociology of education, and philosophy of education.

In this third, fully revised edition, the 10 volume Encyclopedia of Language and Education offers the newest developments, including an entirely new volume of research and scholarly content, essential to the field of language teaching and learning in the age of globalization. In the selection of topics and contributors, the Encyclopedia reflects the depth of disciplinary knowledge, breadth of interdisciplinary perspective, and diversity of socio-geographic experience in the language and education field. Throughout, there is an inclusion of contributions from non-English speaking and non-western parts of the world, providing truly global coverage. Furthermore, the authors have sought to integrate these voices fully into the whole, rather than as special cases or international perspectives in separate sections. The Encyclopedia is a necessary reference set for every university and college library in the world that serves a faculty or school of education, as well as being highly relevant to the fields of applied and socio-linguistics. The publication of this work charts the further deepening and broadening of the field of language and education since the publication of the first edition of the Encyclopedia in 1997 and the second edition in 2008.

This book covers a wide range of orthopaedic and rheumatological problems encountered in equine veterinary practice and will be invaluable to professionals in practice as well as veterinary and equine students. The cases are arranged randomly, just as they would be in life, and the self-assessment format is used to enable the reader to examine each case as it is presented A superb range of colour illustrations and imaging techniques, including radiography, ultrasonography, nuclear scintigraphy and arthroscopy are used to present each case and each is followed by a thorough explanation.

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This reference volume brings together the key academic contributions that have shaped the field of language rights over the last 40 years. Work in language rights is particularly concerned with the rights of minority language speakers in modern nation-states. It also encompasses related discussions on language endangerment, the maintenance of bilingualism and multilingualism, the role of education, and the impact of English as the current world language in an increasingly globalized world. As such, the field of language rights is also strongly interdisciplinary, drawing on work in language policy, sociolinguistics, political theory, law and education - all key disciplinary areas that are represented in this volume. It is also avowedly international, with discussion in this volume of contexts that span Europe, Africa, Asia, the Americas and Oceania/the Pacific region. The various contributions in this volume also address a range of linguistic minority groups, including Indigenous peoples, national minorities, and migrant groups. This volume is relevant to a wide range of students and scholars interested in issues of language endangerment, linguistic justice, language and citizenship, human rights, Indigenous studies, language education, bilingualism and multilingualism, and English as a world language.

This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The studies in this book, while centred primarily on the North American context, have wide international significance and interdisciplinary reach and address a range of educational contexts across K-12 education and less formal educational settings. They explore the racialized construction, positioning and experiences of bi/multilingual students, and the implications of this for educational policy, pedagogy and practice. The chapters draw on a range of critical theoretical perspectives, including CRT, LatCrit, Indigenous epistemologies and bilingual education; they also address significant methodological questions that arise when undertaking critical ethnographic work, including the key issues of positionality and critical reflexivity.

This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The studies in this book, while centred primarily on the North American context, have wide international significance and interdisciplinary reach and address a range of educational contexts across K-12 education and less formal educational settings. They explore the racialized construction, positioning and experiences of bi/multilingual students, and the implications of this for educational policy, pedagogy and practice. The chapters draw on a range of critical theoretical perspectives, including CRT, LatCrit, Indigenous epistemologies and bilingual education; they also address significant methodological questions that arise when undertaking critical ethnographic work, including the key issues of positionality and critical reflexivity.

In this book, Fitzpatrick and May make the case for a reimagined approach to critical ethnography in education. Working with an expansive understanding of critical, they argue that many researchers already do the kind of critical ethnography suggested in this book, whether they call their studies critical or not. Drawing on a wide range of educational studies, the authors demonstrate that a methodology that is lived, embodied, and personal-and fundamentally connected to notions of power-is essential to exploring and understanding the many social and political issues facing education today. By grounding studies in work that reimagines, troubles, and questions notions of power, injustice, inequity, and marginalization, such studies engage with the tenets of critical ethnography. Offering a wide-ranging and insightful commentary on the influences of critical ethnography over time, Fitzpatrick and May interrogate the ongoing theoretical developments, including poststructuralism, postcolonialism, and posthumanism. With extensive examples, excerpts, and personal discussions, the book thus repositions critical ethnography as an expansive, eclectic, and inclusive methodology that has a great deal to offer educational inquiries. Overviewing theoretical and methodological arguments, the book provides insight into issues of ethics and positionality as well as an in-depth focus on how ethnographic research illuminates such topics as racism, language, gender and sexuality in educational settings. It is essential reading for students, scholars, and researchers in qualitative inquiry, ethnography, educational anthropology, educational research methods, sociology of education, and philosophy of education.

This interdisciplinary collection addresses the position of minorities in democratic societies, with a particular focus on minority rights and recognition. For the first time, it brings together leading international authorities on ethnicity, nationalism and minority rights from both social and political theory, with the specific aim of fostering further debate between the disciplines. In their introduction, the editors explore the ways in which politics and sociology can complement each other in unravelling the many contradictory aspects of complex phenomena. Topics addressed include the constructed nature of ethnicity, its relation to class and to 'new racism', different forms of nationalism, self determination and indigenous politics, the politics of recognition versus the politics of redistribution, and the re-emergence of cosmopolitanism. This book is essential reading for all those involved in the study of ethnicity, nationalism and minority rights.