What follows when state institutions name historically oppressed languages as official? What happens when bilingual education activists gain the right to coordinate schooling from upper-level state offices? The intercultural bilingual school system in Ecuador has been one of the most prominent examples of Indigenous education in Central and South America. Since its establishment in 1988, members of Ecuador's pueblos and nationalities have worked from state institutions to coordinate a second national school system that includes the teaching of Indigenous languages. Based on more than two years of ethnographic research in Ecuador's Ministry of Education, at international and national conferences, in workshops, in schools, and with families, Recognizing Indigenous Languages considers how state agents carry out linguistic and educational politics in eras of greater inclusivity and multiculturalism. This book shows how institutional advances for bilingual education and Indigenous languages have been premised on affirming the equality - and the equivalency - of the linguistic and cultural practices of members of Indigenous pueblos and nationalities with other Ecuadorians. Major responsibilities like serving as national state agents, crafting a standardized variety of Kichwa, and teaching Indigenous languages in schools provide vast authority, representation, and visibility for those languages and their speakers. However, the everyday work of directing a school system and making Kichwa a language of the state includes double binds that work against the very goals of autonomous schooling and getting people to speak and write Kichwa"--
This innovative study analyzes the range of representation of farming in Irish literature in the period since independence/partition in 1922, as Ireland moved from a largely agricultural to a developed urban society. In many different forms including poetry, drama, fiction, and autobiography, writers have made literary capital by looking back at their rural backgrounds, even where those may be a generation back. The first five chapters examine some of the key themes: the impact of inheritance on family in the patriarchal system where there could only be one male heir; the struggles for survival in the poorest regions of the West of Ireland; the uses of childhood farming memories whether idyllic or traumatic; and the representation of communities, challenging the homogeneous idealizing images of the Literary Revival; the impact of modernization on successive generations into the twenty-first century. The final three chapters are devoted to three major writers in whose work farming is central: Patrick Kavanagh, the small farmer who had to find an individual voice to express his own unique experience; John McGahern in whose fiction the life of the farm is always posited as alternative to a rootless urban milieu; and Seamus Heaney who re-imagined his farming childhood in so many different modes throughout his career. Farming in Modern Irish Literature yields original insights into the literary iconography of rural Ireland and its interplay with social and cultural history, opening up fresh vistas on the achievements of Irish writers in different genres, styles, and historical eras.
This groundbreaking book shatters historical stereotypes, demonstrating that, in the century before 1870, Ireland was not an anglicized kingdom and was capable of articulating modernity in the Irish language. It gives a dynamic account of the complexity of Ireland in the nineteenth century, developments in church and state, and the adaptive bilingualism found across all regions, social levels, and religious persuasions.
This is the first comprehensive study of all the plantations that were attempted in Ireland during the years 1580-1650. It examines the arguments advanced by successive political figures for a plantation policy, and the responses which this policy elicited from different segments of the population in Ireland. The book opens with an analysis of the complete works of Edmund Spenser who was the most articulate ideologue for plantation. The author argues that all subsequent advocates of plantation, ranging from King James VI and I, to Strafford, to Oliver Cromwell, were guided by Spenser's opinions, and that discrepancies between plantation in theory and practice were measured against this yardstick. The book culminates with a close analysis of the 1641 insurrection throughout Ireland, which, it is argued, steeled Cromwell to engage in one last effort to make Ireland British.
On reading an earlier version of this biography, King remarked that it was 'an outstandingly good and at times riveting example of historical research' and commented on the author's 'unprecedented access' to archival sources, and 'unusually frank interviews' with informants."--BOOK JACKET.
Imagining Ireland's Pasts describes how various authors addressed the history of early modern Ireland over four centuries and explains why they could not settle on an agreed narrative. It shows how conflicting interpretations broke frequently along denominational lines, but that authors were also influenced by ethnic, cultural, and political considerations, and by whether they were resident in Ireland or living in exile. Imagining Ireland's Past: Early Modern Ireland through the Centuries details how authors extolled the merits of their progenitors, offered hope and guidance to the particular audience they addressed, and disputed opposing narratives. The author shows how competing scholars, whether contributing to vernacular histories or empirical studies, became transfixed by the traumatic events of the sixteenth and seventeenth centuries as they sought to explain either how stability had finally been achieved, or how the descendants of those who had been wronged might secure redress.
American MORE! Six-Level Edition is a version of a course from a highly respected author team that's bursting with features for lower secondary students. Each level of American MORE! contains 50-60 hours of class material. With dedicated reading, culture, grammar, vocabulary, skills and cross-curricular learning sections, plus a wide range of flexible components, you really do get more with American MORE! The Teacher's Resource Book contains detailed guidance on how to get the best out of the course, warm-up activities, photocopiable grammar and communication resources, tests and answer keys, and 'Extra' idea sections for fast finishers. The test material is contained on the Testbuilder CD-ROM, together with the audio for the tests.
Reprint of the original, first published in 1872. The publishing house Anatiposi publishes historical books as reprints. Due to their age, these books may have missing pages or inferior quality. Our aim is to preserve these books and make them available to the public so that they do not get lost.
Originally published in 1940 but here reissuing the revised third edition of 1975, this book analyses the Irish Question. The study is not a narrative history. While the problems with which it deals have been suggested by the period it covers, it is with the problems and not the period that it is focussed on. Those problems are: the interrelation of economic and social with political forces; the impact of Irish discontent on the Liberal conversion to Home Rule; the character of the political, cultural and social forces behind revolutionary Irish nationalism; and the changing nature of the concept itself. Much attention is given to the implications of Anglo-Irish relations in the wider context of nationalist-imperial conflicts and critical studies are made of the writings of de Tocqueville, Cavour, Marx, Engels and Lenin among others on the Irish Question.
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