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Negotiating Diasporic Identity in Arab-Canadian Students
This book, framed through the notion of double consciousness, brings postcolonial constructs to sociopolitical and pedagogical studies of youth that have yet to find serious traction in education. Significantly, this book contributes to a growing interest among educational and curriculum scholars in engaging the pedagogical role of literature in the theorization of an inclusive curriculum. Therefore, this study not only recognizes the potential of immigrant literature in provoking critical conversation on changes young people undergo in diaspora, but also explores how the curriculum is informed by the diasporic condition itself as demonstrated by this negotiation of foreignness between the student and selected texts.
Teaching Interculturally in Qatar
This book focuses on intercultural communication in Qatar, exploring local epistemologies and ethical practices that influence pedagogical methods for school and university curricula. This book provides an in-depth look at intercultural education in primary and secondary schools, as well as undergraduate and postgraduate programmes in various schools, departments, and colleges in Qatar. It suggests effective cross-cultural pedagogies for intercultural exchange in the Qatari context and details how to develop intercultural competencies and dialogical models. The book also explores how intercultural encounters are manifested in Qatari culture through verbal or nonverbal forms of communication,...
Medieval Muslim Philosophers and Intercultural Communication
This book examines the works of Medieval Muslim philosophers interested in intercultural encounters and how receptive Islam is to foreign thought, to serve as a dialogical model, grounded in intercultural communications, for Islamic and Arabic education. The philosophers studied in this project were instructors, tutors, or teachers, such as Al-Kindi, Al-Farabi, Al-Ghazali, and Averroes, whose philosophical contributions directly or indirectly advanced intercultural learning. The book describes and provides examples of how each of these philosophers engaged with intercultural encounters, and asks how their philosophies can contribute to infusing intercultural ethics and practices into curricu...
Democracy and Decency
Democracy can mean a range of concepts, covering everything from freedoms, rights, elections, governments, processes, philosophies and a panoply of abstract and concrete notions that can be mediated by power, positionality, culture, time and space. Democracy can also be translated into brute force, hegemony, docility, compliance and conformity, as in wars will be decided on the basis of the needs of elites, or major decisions about spending finite resources will be the domain of the few over the masses, or people will be divided along the lines of race, ethnicity, class, religion, etc. because it is advantageous for maintaining exploitative political systems in place to do so. Often, these f...
Implications of Marginalization and Critical Race Theory on Social Justice
Critical race theory is an emerging transdisciplinary, race-equity methodology that originated in legal studies and is grounded in social justice. Critical race theory questions the very foundation of the liberal order including equality theory, legal reasoning, enlightenment, rationalism, and neutral principles of the constitutional law. It deals with a broad perspective that includes economics, history, context, group and self-interest, feelings, and the unconscious. Further study on this theory is required to understand its various implications across fields. Implications of Marginalization and Critical Race Theory on Social Justice raises awareness of racial justice and social equity by discussing the history and future directions of critical race theory across disciplines. The book considers how the theory can be applied in various areas such as education, psychology, political science, and law. Covering topics such as dehumanization, social discrimination, and victimization, this reference work is ideal for social psychologists, lawyers, political scientists, researchers, scholars, historians, academicians, practitioners, instructors, and students.
Notes on Vermin
Vermin—rats, cockroaches, pigeons, mosquitoes, and other pests—are, to most people, objects of disgust. And vermin metaphors, likening human beings to these loathed creatures, appear in the ugliest forms of political rhetoric. Indeed, vermin imagery has often been used to denigrate poor, foreign, or racialized people. Yet many writers have reclaimed vermin, giving new meaning to creeping rodents, swarming insects, and wriggling worms. Notes on Vermin is an atlas of the literary vermin that appear in modern and contemporary literature, from Franz Kafka’s gigantic insect to Richard Wright’s city rats to Namwali Serpell’s storytelling mosquitoes. As parasites, trespassers, and collectives, vermin animals prove useful to writers who seek to represent life in the margins of power. Drawing on psychoanalysis, cultural studies, eco-Marxism, and biopolitics, this book explores four uses for literary vermin: as figures for the repressed thought, the uncommitted fugitive, the freeloading parasite, and the surplus life. In a series of short, accessible, interlinked essays, Notes on Vermin explores what animal pests can show us about our cultures, our environments, and ourselves.
The Routledge Companion to Literary Urban Studies
Over the past decades, the growing interest in the study of literature of the city has led to the development of literary urban studies as a discipline in its own right. The Routledge Companion to Literary Urban Studies provides a methodical overview of the fundamentals of this developing discipline and a detailed outline of new directions in the field. It consists of 33 newly commissioned chapters that provide an outline of contemporary literary urban studies. The Companion covers all of the main theoretical approaches as well as key literary genres, with case studies covering a range of different geographical, cultural, and historical settings. The final chapters provide a window into new ...
Unhappy Beginnings
This book offers the analysis of a selection of North American texts that dismantle and resist normative frames through the resignification of concepts such as unhappiness, precarity, failure, and vulnerability. The chapters bring to the fore how those potentially negative elements can be refigured as ambivalent sites of resistance and social bonding. Following Sara Ahmed’s rereading of happiness, other authors such as Judith Butler, Wendy Brown, Jack Halberstam, Lauren Berlant, or Henry Giroux are mobilized to interrogate films, memoirs, and novels that deal with precarity, alienation, and inequality. The monograph contributes to enlarging the archives of unhappiness by changing the focus from prescribed norms and happy endings to unruly practices and unhappy beginnings. As the different contributors show, unhappiness, precarity, vulnerability, or failure can be harnessed to illuminate ways of navigating the world and framing society that do not necessarily conform to the script of happiness—whatever that means.
Un-writing Interculturality in Education and Research
This highly original and stimulating edited volume focuses on ways of un‐writing the polysemous, controversial and highly political notion of interculturality in research and education. The authors argue that no ‘critical’ perspective on interculturality can do without revising, exploring and creating ways of engaging with different and potentially new aspects and forms of inquiry of the notion in writing. They also claim that un‐writing interculturality can serve an emancipatory function towards an epistemic re‐appraisal of the mainstream(s) and the dominant(s). While critiquing problematic perspectives, as well as the ‘taken‐for‐granted’ and ‘things as usual’ within i...
Canadian Curriculum Studies
This timely edited collection asks bold and urgent questions about the complexity, culture, and character of curriculum studies in Canada. Featuring 30 original chapters and 21 short invocations, this volume includes works by both established and new scholars, illustrating the wide range of cutting-edge writing in this area. Weaving together personal essays, poetry, life writing, and other arts-based inquiry modes, Canadian Curriculum Studies highlights the creative, performative, interactive, and imaginative nature of this field. The contributors were asked to provoke conceptions and understandings of curriculum studies by examining their convictions, commitments, and challenges with/in this discipline. By bringing together diverse indigenous and non-indigenous scholarship, the editors invoke the concept of métissage, which is finding a growing resonance both in Canada and abroad. Exploring the idea of curriculum studies as an interdisciplinary field across transnational contexts, this rich text is well-suited to senior undergraduate and graduate courses in curriculum studies and qualitative educational research.
