In 2001, Britain saw another summer of rioting in its cities, with violent uprisings in Oldham, Burnley and Bradford. This book explores the reasons for those riots and explains why they mark a new departure in Britain's racial politics. Riots involving racial factors are nothing new in Britain. Historically violent uprisings could be blamed on heavy policing of predominantly minority communities, but the riots of 2001 were more complex. With elements of 1950s-style race riots and echoes of the 1980s riots which saw South Asians confronting the police as the adversary, the spread of unrest in 2001 was also clearly linked to poverty, unemployment and the involvement of the political far-right. Linking original empirical research conducted amongst the Pakistani community in Bradford with a sophisticated conceptual analysis, this book will be required reading for courses on race and ethnicity, social movements and policing public order.
This book titled “Trends in Language Teaching, Literature, Cultural Studies, and Linguistics” embarks on a journey that transcends borders, delves into the intricacies of language, and celebrates the rich tapestry of human expression. Language is more than mere communication; it’s a mirror reflecting our collective identity, aspirations, and cultural heritage. As educators, scholars, and language enthusiasts, we recognize that our field is ever-evolving. New methodologies emerge, literary landscapes shift, and cultural contexts shape our understanding of words and their power. In this book, we explore four interconnected domains: Language Teaching: How do we inspire language learners? What innovative pedagogies foster fluency and cultural competence? Our contributors share practical insights and theoretical frameworks. Literature: From timeless classics to contemporary voices, literature invites us to explore the human condition. We discuss trends, genres, and the transformative impact of storytelling. Cultural Studies: Culture is the heartbeat of language. We delve into cultural nuances, intercultural communication, and the ways in which literature reflects societal shifts. Linguistics: The science behind language—its structure, evolution, and sociolinguistic dimensions— fuels our curiosity. Linguists unravel mysteries, and we follow their trail. Within these chapters, you’ll encounter passionate educators and rigorous researchers. Their voices harmonize, creating a symphony of ideas. We celebrate diversity—of languages, perspectives, and methodologies. Together, let’s navigate the currents of change, guided by empathy, curiosity, and a shared love for language. Thank you for joining us on this odyssey.
Against the background of an increasingly diverse British society, this book traces the evolution of British identity in the twentieth century. It raises fundamental questions about who we are as a nation and how we got here, and provides clues as to the direction the prevailing public discourse on British identity is likely to take in the twenty-first century.
Using in-depth life-story interviews and oral history archives, this book explores the impact of South Asian migration from the 1950s onwards on both the local white, British-born population and the migrants themselves. Taking Leicester as a main case study – identified as a European model of multicultural success – Negotiating Boundaries in the City offers a historically grounded analysis of the human experiences of migration. Joanna Herbert shows how migration created challenges for both existing residents and newcomers – for both male and female migrants – and explores how they perceived and negotiated boundaries within the local contexts of their everyday lives. She explores the personal and collective narratives of individuals who might not otherwise appear in the historical records, highlighting the importance of subjective, everyday experiences. The stories provide valuable insights into the nature of white ethnicity, inter-ethnic relations and the gendered nature of experiences, and offer rich data lacking in existing theoretical accounts. This book provides a radically different story about multicultural Britain and reveals the nuances of modern urban experiences which are lost in prevailing discourses of multiculturalism.
Home in British Working-Class Fiction offers a fresh take on British working-class writing that turns away from a masculinist, work-based understanding of class in favour of home, gender, domestic labour and the family kitchen. Examining key works by Robert Tressell, Alan Sillitoe, D. H. Lawrence, Buchi Emecheta, Pat Barker, Jeanette Winterson and James Kelman, among many others, Nicola Wilson demonstrates the importance of home's role in the making and expression of class feeling and identity.
Negotiating National Identities presents an empirically detailed and theoretically wide-ranging analysis of the complex political and cultural struggles taking place in contemporary Europe. Taking contemporary Austria and her controversial identity politics as its central case study in a discussion of developments across a variety of national and pan-European contexts, this book demonstrates that neo-nationalism has been one among several competing reactions to the processes and challenges of globalization, whilst inclusive notions of identity and belonging are shown to have emerged from the realms of civil society and cultural production. Shifting the study of national identities from the party-political to the social, cultural and economic realms, this book raises important questions of human rights, social exclusion and ideological struggle in a globalizing era, drawing attention to the contested nature of European politics and civil societies, in which existing configurations of power and exclusion are both reproduced and challenged. As such, it will be of interest to anyone working in the fields of race and ethnicity, national identity and media and cultural studies.
In the words of M.K. Gandhi, "By education I mean an all-round drawing out of the best in child and man-body, mind and spirit." - [Harijan: July 31, 1937]. The ultimate aim of any education process across the globe is to bring out the holistic development of children by drawing out their inherent potentials. The same was reiterated by Indian Nobel Laureate Rabindranath Tagore in a book titled “Art-The Basis of Education” by his student Devi Prasad (1998) where he emphasized the how arts and learning are related and how they together bring about holistic learning and development of children. Integration of arts in teaching-learning process encourages creativity, develops problem-solving abilities and improves the ability to handle mental imagery, as well as an understanding for using spaces creatively. (AIL guidelines NCERT, 2019). Over the past 10 years prominent theorists and practitioners such as Catterall, Eisner, and Gardner argued that the arts are integral to the education of the "whole child" (Catterall, 1998; Eisner, 1998; Gardner, 1999a) as cited in (Gullatt, 2008).
This book is concerned with Western activity in the southeast Asia and the indigenous reaction to it. It deals with the traditions of the people of Southeast Asia, traditions that, apply to both urban and rural populations. The book includes the early European intrusion in insular Southeast Asia.
In his study of the origins of political reflection in twentieth-century African fiction, Donald Wehrs examines a neglected but important body of African texts written in colonial (English and French) and indigenous (Hausa and Yoruba) languages. He explores pioneering narrative representations of pre-colonial African history and society in seven texts: Casely Hayford's Ethiopia Unbound (1911), Alhaji Sir Abubaker Tafawa Balewa's Shaihu Umar (1934), Paul Hazoumé's Doguicimi (1938), D.O. Fagunwa's Forest of a Thousand Daemons (1938), Amos Tutuola's The Palm-Wine Drinkard (1952) and My Life in the Bush of Ghosts (1954), and Chinua Achebe's Things Fall Apart (1958). Wehrs highlights the role of pre-colonial political economies and articulations of state power on colonial-era considerations of ethical and political issues, and is attentive to the gendered implications of texts and authorial choices. By positioning Things Fall Apart as the culmination of a tradition, rather than as its inaugural work, he also reconfigures how we think of African fiction. His book supplements recent work on the importance of indigenous contexts and discourses in situating colonial-era narratives and will inspire fresh methodological strategies for studying the continent from a multiplicity of perspectives.
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