This book foregrounds postcolonial theory as a lens through which to explore the concept of ‘global heritage’ and argues that the meso-level spaces of institutional ethos and cultural pedagogy must take an active role in the pursuit of cultural equality. Through interviews and accounts of observational, empirical data, chapters draw attention to how the cultural capital of Global Majority students is institutionally positioned as a racialised and inferior cultural capital that is constantly required to ‘prove itself’ in the Western school. Ultimately, the book contributes to international discussion on decolonising education and the spaces within in order to enact change, further the field, and more precisely to recognise the importance of global heritage as vital to a transformative understanding of the West’s cultural identity within a globalised world. This book will appeal to scholars, researchers and post-graduate researchers in the fields of multicultural education, school leadership, management and administration, and education policy and politics more broadly. Those interested in social justice, ideas of cultural and racial equality, and the sociology of education more broadly will also benefit from the volume.
This book foregrounds postcolonial theory as a lens through which to explore the concept of ‘global heritage’ and argues that the meso-level spaces of institutional ethos and cultural pedagogy must take an active role in the pursuit of cultural equality. Through interviews and accounts of observational, empirical data, chapters draw attention to how the cultural capital of Global Majority students is institutionally positioned as a racialised and inferior cultural capital that is constantly required to ‘prove itself’ in the Western school. Ultimately, the book contributes to international discussion on decolonising education and the spaces within in order to enact change, further the field, and more precisely to recognise the importance of global heritage as vital to a transformative understanding of the West’s cultural identity within a globalised world. This book will appeal to scholars, researchers and post-graduate researchers in the fields of multicultural education, school leadership, management and administration, and education policy and politics more broadly. Those interested in social justice, ideas of cultural and racial equality, and the sociology of education more broadly will also benefit from the volume.
Authenticity is everywhere: political leaders invoke the idea to gain our support, advertisers use it to sell their products. But is authenticity a dangerous hoax? What is, and is not, authentic has been hotly debated ever since the concept was invented. Many academics have sought to "unmask" authenticity claims as deceptive. This book takes a different approach. In chapters covering historical and contemporary examples, the authors explore why authenticity, real or imagined, exercises such a powerful hold on our imaginations. The chapters trace how invocations of authenticity borrow from one another, across arenas such as philosophy and theology, encounters with nature, leisure, and mass consumption, political and corporate leadership, left-wing and right-wing ideologies. This cultural history of authenticity is of interest to academic and lay readers alike, who are interested in the significance and history of a concept that shapes how we understand ourselves and the world we live in.
Many people across the globe are today experiencing an era characterised by increasingly dynamic population mobility. It is, consequently, a time where previously held assumptions about individual and group identities, and about the social and political semiotics that shape them, seem inadequate. Languages and cultures are at the heart of what has been termed this “superdiversity”. In contemporary superdiverse societies, the question of language poses a particularly difficult challenge, with new cultural realities giving rise to new questions. In in such circumstances, how can linguistic and cultural identities be defined? The future is likely to witness tensions and oppositions between centrifugal and centripetal forces; and tendencies towards globalisation allow some to suggest that culture is becoming increasingly uniform. This book illustrates the narrowness and reductiveness of such suggestions, and underlines the importance of embracing centrifugal forces. Central to this, and to the practices argued for in this book, is the need for greater intercultural awareness on the part of teachers, curriculum planners, teacher educators and, of course, their students. The book explores major hindrances to communication in the way in which we over-generalise, stereotype and reduce the people with whom we communicate to something different or less than they are.
“The definitive book on the last days of Stonewall Jackson” (Frank A. O’Reilly, author of The Fredericksburg Campaign). On May 2, 1863, Confederate Gen. Thomas J. “Stonewall” Jackson led his Second Corps around the unsuspecting Army of the Potomac on one of the most daring flank marches in history. His surprise flank attack—launched with the five simple words “You can go forward, then”—collapsed a Union corps in one of the most stunning accomplishments of the war. Flushed with victory, Jackson decided to continue attacking into the night. He and members of his staff rode beyond the lines to scout the ground while his units reorganized. However, Southern soldiers mistook the riders for Union cavalry and opened fire, mortally wounding Jackson at the apogee of his military career. One of the rounds broke Jackson’s left arm, which required amputation. A week later Old Jack was dead. This is the first full-length examination of Jackson’s final days. Contrary to popular belief, eyewitnesses often disagreed regarding key facts of the events. Where was Jackson fatally wounded, and what road was he on when struck? If he wasn’t wounded where history has recorded, then who delivered the fatal volley? How many times did he fall from the stretcher? What medical treatment did he receive? What type of amputation did Dr. Hunter McGuire perform? Did Jackson really utter his famous last words, “Let us cross over the river, and rest under the shade of the trees?” What was the cause of his death? Author and physician Mathew W. Lively utilizes extensive primary source material and a firm understanding of the area to re-examine the gripping story of the final days of one of the Confederacy’s greatest generals.
This is the first major history of the Leicestershire Regiment in the Great war to be published since the 1930s. Weaving personal recollections with official accounts, it brings the character of the four battalions raised in Leicestershire vividly to life. There are over 200 photographs, many from private collections, maps and several appendices.
COMFORT CARE Dr. T. M. Jacob had an illustrious career in medicine and was working as an interventional cardiologist for forty years. His experiences in India, Africa, the UK, and America and the agonies and ecstasies of living and practicing medicine are immaculately narrated. At age eighty-four, Jacob developed progressive dementia and was transferred to an assisted living facility. Thoughts of end of life, pain, suffering, and lack of dignity befall, and he was preoccupied with thoughts of euthanasia. His confidant and assistant, an RN with training in elderly care, had some different thoughts. Book reviews: “Immaculate narration. Highly readable. The theme has many layers too. An excellent work of biographic fiction” (Roger Waters, Rochester Review, February 2020).
This book serves as a useful tool to every teacher in making their teaching more effective.This book helps in developing an environment conducive for learning and employing techniques for making effectual transition of knowledge and skills
The special 5th Anniversary Edition of SLIMED! An Entertainment Weekly “Best Tell-All” Book One of Parade Magazine's “Best Books About Movies/TV” Included in Publishers Weekly's “Top Ten Social Science Books” Before the recent reboots, reunions, and renaissance of classic Nickelodeon nostalgia swept through the popular imagination, there was SLIMED!, the book that started it all. With hundreds of exclusive interviews and have-to-read-‘em-to-believe-‘em stories you won't find anywhere else, SLIMED! is the first-ever full chronicle of classic Nick…told by those who made it all happen! Nickelodeon nostalgia has become a cottage industry unto itself: countless podcasts, blogs, documentaries, social media communities, conventions, and beyond. But a little less than a decade ago, the best a dyed-in-the-wool Nick Kid could hope for when it came to coverage of the so-called Golden Age (1983–1995) of the Nickelodeon network was the infrequent listicle, op-ed, or even rarer interview with an actual old-school Nick denizen. Pop culture historian Mathew Klickstein changed all of that when he forged ahead to track down and interview more than 250 classic Nick VIP’s to at long last piece together the full wacky story of how Nickelodeon became “the Only Network for You!” Celebrate the fortieth anniversary of Nickelodeon with this special edition of SLIMED! that includes a new introduction by Nick Arcade’s Phil Moore in addition to a foreword by Double Dare’s Marc Summers and an afterword by none other than Artie, the Strongest Man in the World himself (aka Toby Huss). After you get SLIMED!, you’ll never look at Nickelodeon the same way again. “Mathew Klickstein might be the geek guru of the 21st century.”—Mark Mothersbaugh
Astonishingly clear, detailed images recall the drama, agony, and tedium of conflict. Portraits of Lincoln, Grant, Lee, and other notables, plus scenes of landmarks, camps, and battlefields. Captions, notes. 24 cards.
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