Description : "Drawing on studies conducted in Australia, the United Kingdom and the United States, this book focuses on a growing number of staff who undertake roles associated with broadly based projects that have emerged in higher education institutions, including student life and welfare, widening participation, learning support, community partnership, research and business partnership, and institutional research. At the same time as professional staff are acquiring academic credentials, some academic staff are moving in a more project-oriented direction, effectively creating a Third Space between professional and academic spheres of activity. Associated with these changes, the concept of service has become re-oriented towards one of partnership between professional and academic colleagues, students and external agencies. Furthermore, although hierarchical line relationships continue to exist, these may be less significant in day-to-day working than lateral networks, and individuals may identify more closely with projects and teams than with formal organisational structures. Yet such developments have tended to occur 'under the radar', and have not been fully articulated. The concept of Third Space is offered as a way of exploring the emergence of less boundaried roles and identities in higher education community, and of considering the implications of these for individuals and institution"--
Description : Research is documenting how a world youth culture is developing, how global migration is impacting youth, and how computer-mediated communication with the world is changing the literacy needs and identities of students. This book explores the dynamic range of literacy practices that are reconstructing gender identities in both empowering and disempowering ways and the implications for local literacy classrooms.
Description : This monograph brings together essays on the marginal and elite social groups from early medieval times to the colonial period. It looks at tribal and agro-pastoral groups in Gujarat and Rajasthan such as the Bhils, Meenas and Bishnois in interactions with rural societies and their participation in the processes of state formation; their changing identities and self-perceptions, control of natural resources, environmental changes in the context of forests, agricultural expansion and water resources. Tribe-societal-state interactions meant long drawn-out negotiations involving alliances and conflicts leading to gradual marginalisation of tribal groups as limited peasantisation and 'integration' went on. As a result, marginal communities reconstructed identities, made shifts in self-perceptions through adaptations from the Rajput/Brahmanical world and contested histories with ruling elite in the late medieval and early colonial times. The case studies of southern Rajasthan reveal that construction of water works in Jaisalmer area and control over environmental resources helped rural and ruling elite in maintaining a distinction for themselves in both early and late medieval times. On the other hand, common folk of the Thar desert, the Bishnoi agro-pastoralists carved out a special niche for themselves as Conservationists by preaching a popular religion and socio-economic ethos of preserving the natural resources in an ecology of uncertainty.
Description : What would it mean to read postcolonial writings under the prism of trauma? Ogaga Ifowodo tackles these questions through a psycho-social examination of the lingering impact of imperialist domination, resulting in a refreshing complement to the cultural-materialist studies that dominate the field.
Description : How do schools protect young people and call on the youngest citizens to respond to violent conflict and division operating outside, and sometimes within, school walls? What kinds of curricular representations of conflict contribute to the construction of national identity, and what kinds of encounters challenge presumed boundaries between us and them? Through contemporary and historical case studies—drawn from Cambodia, Egypt, Northern Ireland, Peru, and Rwanda, among others—this collection explores how societies experiencing armed conflict and its aftermath imagine education as a space for forging collective identity, peace and stability, and national citizenship. In some contexts, the erasure of conflict and the homogenization of difference are central to shaping national identities and attitudes. In other cases, collective memory of conflict functions as a central organizing frame through which citizenship and national identity are (re)constructed, with embedded messages about who belongs and how social belonging is achieved. The essays in this volume illuminate varied and complex inter-relationships between education, conflict, and national identity, while accounting for ways in which policymakers, teachers, youth, and community members replicate, resist, and transform conflict through everyday interactions in educational spaces.
Description : This volume provides a distinctive overview and analysis of the place of social constructionism in social psychology. The author's arguments revolve around two key questions: How can social constructionism account for changes in human identities? In what ways might social constructionism accommodate a role for nonhumans - whether technological or `natural' - in the constitution of identity? Michael locates these questions between recent innovations in social psychology and the highly influential contributions of actor-network theory, which has come to dominate the sociology of scientific knowledge.
Description : "This is a cogent analysis of the complexities of gender in the work of nine contemporary Anglophone and Francophone novelists.... offers illuminating interpretations of worthy writers... " —Multicultural Review "This book reaffirms Bessie Head's remark that books are a tool, in this case a tool that allows readers to understand better the rich lives and the condition of African women. Excellent notes and a rich bibliography." —Choice "... a college-level analysis which will appeal to any interested in African studies and literature." —The Bookwatch This book applies gender as a category of analysis to the works of nine sub-Saharan women writers: Aidoo, Bá, Beyala, Dangarembga, Emecheta, Head, Liking, Tlali, and Zanga Tsogo. The author appropriates western feminist theories of gender in an African literary context, and in the process, she finds and names critical theory that is African, indigenous, self-determining, which she then melds with western feminist theory and comes out with an over-arching theory that enriches western, post-colonial and African critical perspectives.