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Melbourne writer, critic and teacher A.A. Phillips coined the memorable term 'the cultural cringe' to describe an Australian tendency to identify our literature and art as inferior to work produced overseas, particularly in Britain and the United States. Although his famous essay on the cringe was first published more than fifty years ago, it remains a powerful reference point in discussions of the national culture. It is reprinted here with two of Phillips' other essays on Australian culture, and with additional biographical and critical material, including an essay by Ivor Indyk.
This volume on "Education towards a Culture of Peace" is a timely undertaking, since the United Nations has proclaimed the years 2001-2010 as the "International Decade for a Culture of Peace and Non-Violence for the Children of the World." A culture of peace as defined by the UN is "a set of values, attitudes, modes of behaviour and ways of life that reject violence and prevent conflicts by tackling their root causes to solve problems through dialogue and negotiation among individuals, groups and nations". (UN Resolutions A/RES/52/13 1998: Culture of Peace and A/RES/53/243, 1999: Declaration and Programme of Action on a Culture of Peace). Most of the chapters in this book are based on lectures that were presented at the International Conference, "Education towards a Culture of Peace". This conference was convened on 1-3 December 2003, by the The Josef Burg Chair in Education for Human Values, Tolerance and Peace - UNESCO Chair on Human Rights, Democracy, Peace and Tolerance School of Education, at Bar Ilan University, Israel. This international gathering was attended by prominent scholars of Human Rights and Peace from Canada, Chile, Croatia, Germany, Mauritius the Netherlands's, The United States, the Palestinian Authority and Israel. Australian, Indian, Jordanian and Moroccan colleagues also submitted papers. This conference was held under the auspices of Israel National Commission for UNESCO and supported also by the Ministry of Foreign Affairs, Jerusalem, The office of Public Affairs of the US Embassy Tel Aviv, Fulbright - United States - Israel Educational Foundation
Following on from earlier titles in this series, this volume presents further material generated by the World Bank/ISNAR/Australian government biotechnology study. It covers the present status and future prospects for the application of biotechnology to solve agricultural and environmental problems in 12 countries: Kenya, Zimbabwe, China, India, Indonesia, Malaysia, Philippines, Singapore, Thailand, Brazil, Colombia and Mexico.
This book introduces a framework for examining bilingual identity and presents the cases of seven individual children from a study of young students' bilingual identities in an Australian primary school. The new Bilingual Identity Negotiation Framework brings together three elements that influence bilingual identity development - sociocultural connection, investment and interaction. The cases comprise individual stories about seven young, bilingual students and are complemented by some more general investigations of bilingual identity from a whole class of students at the school. The framework is explained and supported using the students' stories and offers readers a new concept for examining and thinking about bilingual identity. This book builds upon past and current theories of identity and bilingualism and expands on these to identify three interlinking elements within bilingual identity. The book highlights the need for greater dialogue between different sectors of research and education relating to languages and bilingualism. It adds to the increasing call for collaborative work from the different fields interested in language learning and teaching such as TESOL, bilingualism, and language education. Through the development of the framework and the students' stories in this study, this book shows how multilingual children in one school in Australia developed their identities in association with their home and school languages. This provides readers with a model for examining bilingual identity in their own contexts, or a theoretical construct to consider in their thinking on bilingualism, language and identity.
Featuring twenty-five key essays from the Journal of Latin American Cultural Studies (Traves/sia), this book surveys the most influential themes and concepts, as well as scouring some of the polemics and controversies, which have marked the field over the last quarter of a century since the Journal's foundation in 1992.
Emerging at a moment of crisis of revolutionary narratives, and at the onset of neoliberal economics and emergent narcopolitics, the cultural studies impetus in Latin America was part of an attempted intellectual reconstruction of the (centre-) left in terms of civil society, and the articulation of social movements and agencies, thinking beyond the verticalist constructions from previous decades.
This collection maps these developments from the now classical discussions of the 'cultural turn' to more recent responses to the challenges of biopolitics, affect theory, posthegemony and ecocriticism. It also addresses novel political constellations including resurgent national-popular or eco-nativist and indigenous agencies. Framed by a critical introduction from the editors, this volume is both a celebration of influential essays published over twenty five years of the Journal and a representative overview of the field in its multiple ramifications, entrenchments and exchanges.
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