This volume explores the relationship between language and culture while considering its implications for the teaching of modern foreign languages in higher education. Drawing on a comparative empirical study conducted at universities both in the UK and US, this text problematises the impacts of a separation of language and content in German degree programmes. Illustrating the need for a curriculum which fosters the development of intercultural competence and criticality, Parks reconceptualises established models of criticality (Barnett) and intercultural communicative competence (Byram). The chapters in this volume discuss a range of important topics including; language graduates with deep translingual and transcultural competence, observed differences and similarities between British and American universities and faculty and student voices: developing intercultural competence and criticality. Aimed at scholars with research interests in intercultural communication, language education and applied linguistics, this volume provides a thorough discussion for the ways in which modern language programmes in higher education can be improved. Additionally, those carrying out research in the fields of language teaching and language policy in higher education will find Developing Critical Cultural Awareness in Modern Languages to be of great relevance.
This volume explores the relationship between language and culture whilst considering its implications for the teaching of Modern Foreign Languages in higher education. Drawing on a comparative empirical study conducted at universities both in the UK and US, this text problematizes the impacts of a separation of language and content in German degree modules. Illustrating the need for a curriculum which fosters the development of intercultural competence and criticality, Parks reconceptualizes established models of Criticality (Barnett) and Intercultural Communicative Competence (Byram). The chapters in this volume discuss a range of important topics including; language graduates with deep translingual and transcultural competence, observed differences and similarities between British and American universities and faculty and student voices: developing intercultural competence and criticality. Aimed at scholars with research interests in Intercultural Communication, Language Education and Applied linguistics, this volume provides a thorough discussion for the ways in which Modern Language programmes in higher education can be improved. Additionally, those carrying out research in the fields of Language Teaching and Language Policy in higher education will find Developing Critical Cultural Awareness in Modern Languages to be of great relevance.
This volume explores the relationship between language and culture while considering its implications for the teaching of modern foreign languages in higher education. Drawing on a comparative empirical study conducted at universities both in the UK and US, this text problematises the impacts of a separation of language and content in German degree programmes. Illustrating the need for a curriculum which fosters the development of intercultural competence and criticality, Parks reconceptualises established models of criticality (Barnett) and intercultural communicative competence (Byram). The chapters in this volume discuss a range of important topics including; language graduates with deep translingual and transcultural competence, observed differences and similarities between British and American universities and faculty and student voices: developing intercultural competence and criticality. Aimed at scholars with research interests in intercultural communication, language education and applied linguistics, this volume provides a thorough discussion for the ways in which modern language programmes in higher education can be improved. Additionally, those carrying out research in the fields of language teaching and language policy in higher education will find Developing Critical Cultural Awareness in Modern Languages to be of great relevance.
Extremely well written, and exceedingly well informed, this is a work that opens a variety of important questions in sophisticated and theoretically nuanced ways. It is hard to imagine a better tour guide than Fuchs for a trip through the last thirty years of, as she puts it, what we used to call the 'avant-garde.'" —Essays in Theatre ". . . an insightful set of theoretical 'takes' on how to think about theatre before and theatre after modernism." —Theatre Journal "In short, for those who never experienced a 'postmodern swoon,' Elinor Fuchs is an excellent informant." —Performing Arts Journal ". . . a thoughtful, highly readable contribution to the evolving literature on theatre and postmodernism." —Modern Drama "A work of bold theoretical ambition and exceptional critical intelligence. . . . Fuchs combines mastery of contemporary cultural theory with a long and full participation in American theater culture: the result is a long-needed, long-awaited elaboration of a new theatrical paradigm." —Una Chaudhuri, New York University "What makes this book exceptional is Fuchs' acute rehearsal of the stranger unnerving events of the last generation that have—in the cross-reflections of theory—determined our thinking about theater. She seems to have seen and absorbed them all." —Herbert Blau, Center for Twentieth Century Studies, University of Wisconsin, Milwaukee "Surveying the extraordinary scene of the postmodern American theater, Fuchs boldly frames key issues of subjectivity and performance with the keenest of critical eyes for the compelling image and the telling gesture." —Joseph Roach, Tulane University " . . . Fuchs makes an exceptionally lucid and eloquent case for the value and contradictions in postmodern theater." —Alice Rayner, Stanford University "Arguably the most accessible yet learned road map to what remains for many impenetrable territoryan obligatory addition to all academic libraries serving upper-division undertgraduates and above." —Choice "A systematic, comprehensive and historically-minded assessment of what, precisely, 'post-modern theatre' is, anyway." —American Theatre In this engrossing study, Elinor Fuchs explores the multiple worlds of theater after modernism. While The Death of Character engages contemporary cultural and aesthetic theory, Elinor Fuchs always speaks as an active theater critic. Nine of her Village Voice and American Theatre essays conclude the volume. They give an immediate, vivid account of contemporary theater and theatrical culture written from the front of rapid cultural change.
This volume brings a set of key works by Elinor Ostrom, co-recipient of the Nobel Prize in Economic Sciences, together with those of Vincent Ostrom, one of the originators of Public Choice political economy. The two scholars introduce and expound their approaches and analytical perspectives on the study of institutions and governance. The book puts together works representing the main analytical and conceptual vehicles articulated by the Ostroms to create the Bloomington School of public choice and institutional theory. Their endeavours sought to ‘re-establish the priority of theory over data collection and analysis’, and to better integrate theory and practice. These efforts are illustrated via selected texts, organised around three themes: the political economy and public choice roots of their work in creating a distinct branch of political economy; the evolutionary nature of their work that led them to go beyond mainstream public choice, thereby enriching the public choice tradition itself; and, finally, the foundational and epistemological dimensions and implications of their work.
This volume explores the relationship between language and culture whilst considering its implications for the teaching of Modern Foreign Languages in higher education. Drawing on a comparative empirical study conducted at universities both in the UK and US, this text problematizes the impacts of a separation of language and content in German degree modules. Illustrating the need for a curriculum which fosters the development of intercultural competence and criticality, Parks reconceptualizes established models of Criticality (Barnett) and Intercultural Communicative Competence (Byram). The chapters in this volume discuss a range of important topics including; language graduates with deep translingual and transcultural competence, observed differences and similarities between British and American universities and faculty and student voices: developing intercultural competence and criticality. Aimed at scholars with research interests in Intercultural Communication, Language Education and Applied linguistics, this volume provides a thorough discussion for the ways in which Modern Language programmes in higher education can be improved. Additionally, those carrying out research in the fields of Language Teaching and Language Policy in higher education will find Developing Critical Cultural Awareness in Modern Languages to be of great relevance.
Since 1776, more than 100,000 Swedish-speaking immigrants have arrived in Canada from Sweden, Finland, Estonia, Ukraine, and the United States. Elinor Barr’s Swedes in Canada is the definitive history of that immigrant experience. Active in almost every aspect of Canadian life, Swedish individuals and companies are responsible for the CN Tower, ships on the Great Lakes, and log buildings in Riding Mountain National Park. They have built railways and grain elevators all across the country, as well as churches and old folks’ homes in their communities. At the national level, the introduction of cross-country skiing and the success of ParticipACTION can be attributed to Swedes. Despite this long list of accomplishments, Swedish ethnic consciousness in Canada has often been very low. Using extensive archival and demographic research, Barr explores both the impressive Swedish legacy in Canada and the reasons for their invisibility as an immigrant community.
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