What is the role of politics in the classroom? How does the desire of the teacher shape the pedagogical process? Is teaching possible? Is learning possible? Pedagogy as Encounter engages with such larger issues. The majority of discussions, workshops, conference panels, articles, and books avoid meta-pedagogical issues by focusing on technique. Such “technique talk” examines schemes, methods, and procedures that do and do not work in the classroom. It answers the “how” question at the cost of ignoring these bigger queries. Pedagogy as Encounter consists of 120 vignettes arranged in eight chapters. Most of these are first person autobiographical stories that describe encounters with students and colleagues. They portray a teacher whose classroom disappointments lead him to radical experimentation. But there are also a few theoretical sections, as well as segments that are epigrammatic in nature. All of it is grounded in a Lacanian political psychology and in a critical global political economy. The theory, however, remains largely implicit and is confined to the footnotes. The body of the text is free of jargon and presented in a conversational voice.
International Relations and the Problem of Difference has developed out of the sense that IR as a discipline does not assess the quality of cultural interactions that shape, and are shaped by, the changing structures and processes of the international system. In this work, the authors re-imagine IR as a uniquely placed site for the study of differences as organized explicitly around the exploration of the relation of wholes and parts and sameness and difference-and always the one in relation to the other.
Challenges the powerful and pervasive ideas concerning political economy, international relations, and ethics in the modern world. This title provides a fundamental cultural critique of political economy and critically describes the nature of the mainstream understanding of economics.
This book provides a generous immanent description of liberalism, but also works against and looks beyond it. It engages liberalism and its variants in IPE at a moment in time when liberalism and liberal internationalism are experiencing something of a crisis of confidence. Though we are deeply critical of liberalism, especially the variant that dominates in IPE, we picture liberalism as variegated and rife with doubt and tensions that potentially open it to traditions of thinking beyond itself. We also show how these tensions and doubts often prompt attempts at closure in the form of defensive maneuvers, like Eurocentric conceptions of development that justify Western dominance and the condemnation of scholarship that exposes relations of domination and subordination as violating the precepts of unit-level positive science. But recognizing these maneuvers as defensive reactions may help us grasp the moments of greater openness within liberalism that connect to traditions that think against and beyond its central tenets.
Challenges the powerful and pervasive ideas concerning political economy, international relations, and ethics in the modern world. This title provides a fundamental cultural critique of political economy and critically describes the nature of the mainstream understanding of economics.
This book provides a generous immanent description of liberalism, but also works against and looks beyond it. It engages liberalism and its variants in IPE at a moment in time when liberalism and liberal internationalism are experiencing something of a crisis of confidence. Though we are deeply critical of liberalism, especially the variant that dominates in IPE, we picture liberalism as variegated and rife with doubt and tensions that potentially open it to traditions of thinking beyond itself. We also show how these tensions and doubts often prompt attempts at closure in the form of defensive maneuvers, like Eurocentric conceptions of development that justify Western dominance and the condemnation of scholarship that exposes relations of domination and subordination as violating the precepts of unit-level positive science. But recognizing these maneuvers as defensive reactions may help us grasp the moments of greater openness within liberalism that connect to traditions that think against and beyond its central tenets.
What is the role of politics in the classroom? How does the desire of the teacher shape the pedagogical process? Is teaching possible? Is learning possible? Pedagogy as Encounter engages with such larger issues. The majority of discussions, workshops, conference panels, articles, and books avoid meta-pedagogical issues by focusing on technique. Such “technique talk” examines schemes, methods, and procedures that do and do not work in the classroom. It answers the “how” question at the cost of ignoring these bigger queries. Pedagogy as Encounter consists of 120 vignettes arranged in eight chapters. Most of these are first person autobiographical stories that describe encounters with students and colleagues. They portray a teacher whose classroom disappointments lead him to radical experimentation. But there are also a few theoretical sections, as well as segments that are epigrammatic in nature. All of it is grounded in a Lacanian political psychology and in a critical global political economy. The theory, however, remains largely implicit and is confined to the footnotes. The body of the text is free of jargon and presented in a conversational voice.
International Relations and the Problem of Difference has developed out of the sense that IR as a discipline does not assess the quality of cultural interactions that shape, and are shaped by, the changing structures and processes of the international system. In this work, the authors re-imagine IR as a uniquely placed site for the study of differences as organized explicitly around the exploration of the relation of wholes and parts and sameness and difference-and always the one in relation to the other.
A correct perspective on the origins and development of pan-Islam in British India had eluded writers for years. The author treats the subject comprehensively and highlights links between pan-Islam and nationalist movements in the nineteenth and twentieth centuries. In focus is the Khilafat movement (1918-1924) which, with its distinct religio-political dynamics, aimed at saving Ottoman Turkey from dismemberment as well as securing self-government for India. Extensively utilizing a variety of archival and other source materials, the author unfolds the fascinating story of how, in concert with secular forces, the pan-Islamic appeal was mobilized for political gains in the broader context of the British policy towards Turkey and India. The book also examines the gradual transition of Muslim politics from pan-Islam to territorial nationalism, especially after the Turks abolished the caliphate and the Indians plunged back into communal strife.
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