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Desarrollo económico
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Why Should We Be Called ‘Coolies’?
What are the dynamics of the abolition of the Indian indentureship system? Why was it ended? Who were the main players in the final end of the labour scheme? Were Indian labourers and/or the Indian middle classes actively involved in the processes leading towards complete abolition? This book examines the end of a labour system which lasted from 1838 until 1920 in various territories throughout the British Empire. It looks at methods of agitations which had their genesis in the territories of the Indian Ocean and compare/contrast these with those of other territories such as the British West Indies. The volume provides a comparative study of the abolition of the Indian indentureship system and shows the global interconnectedness of abolition, with a strong subaltern focus. Please note: Taylor & Francis does not sell or distribute the Hardback in India, Pakistan, Nepal, Bhutan, Bangladesh and Sri Lanka.
Disrupting Maize
Disrupting Maize undertakes a critical interrogation of maize, the staple food and symbol of the Mexican nation. As the centre of origin and genetic diversification of maize, the Mexican territory is regarded today as being under threat of irreversible ‘contamination’ by genetically engineered maize, an imported biotechnological product. When the first evidences of such ‘contamination’ were found in 2001, an anti-GM movement was born that quickly became articulated as a defence of cultural identity and national sovereignty. Disrupting Maize mobilizes contemporary theoretical resources in a critical examination of the cultural politics at work in the Mexican defence of maize. From such an examination ‘biotechnological disruption’ emerges provocatively as constitutive of Mexican nationalism rather than externally imposed to it by corporate players. Furthermore, it is provocatively conceptualized as a gift, that is, as the promise of a more democratic Mexico.
La partición
En este libro la autora examina como el ano de 1947 se convierte conceptualmente, en el momento de arribo de la nueva republica de la India, en el fin de una historia anterior, para de alli construir una historia comun. Para lograr su cometido, Laaura Carballido Coria plantea dos cuerpos de textos: el primero, constituido por los textos historicos que se produjeron durante el periodo que va de 1900 a 1947; en el segundo, busca dar respuesta a las preguntas de como se presenta la nacion en la alta esfera de la politica, la tendencia revisionista de la historia politica, la historia desde abajo y la historia de genero.
Violencia
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¿Qué historia enseñar y para qué?
En la actualidad es muy común encontrarse con debates educativos y polémicas sobre la Historia. ¿Qué contenidos se deben enseñar? ¿Qué debemos incluir o excluir de nuestros currículos nacionales? Las discusiones sobre educación en Historia, sobre qué metodologías debemos elegir para llegar más hacia los jóvenes no pueden ser de mayor actualidad en nuestros días. Adicionalmente, vemos cómo el mundo cambia de manera vertiginosa, anunciando transformaciones en sociedades que son diversas y plurales, pero que otrora fueron pensadas en código homogéneo. La nación decimonónica, con sus narrativas y relatos, no ha sufrido una crítica ontológica, y aún permea en nuestras escuel...
