Dismantling Orientalist Representations In Us Education

This book examines the evolving role played by the social studies classroom in shaping national identity and contributing to Orientalism, which depicts the peoples of the Middle East as “the Other” relative to those of the United States and Europe. Building upon the momentum of critical approaches to examining the nature of knowledge, the role of schools in society, and the trends within social studies education and its hidden curriculum, the volume crucially shifts the focus toward a more global emphasis, examining the nature of Orientalism and the school as a setting where Orientalist logic and assumptions about the Middle East and its inhabitants are reified. Focusing on the ecosystem of social studies knowledge production and working within the sociology of knowledge, it traces this evolution across the 19th, 20th, and 21st centuries. A novel and unique exploration of knowledge construction, and presenting a vision for a more nuanced and multifaceted portrayal of the Middle East that corrects for the deleterious aspects of Orientalism while avoiding a romanticized apologetic, it will appeal to scholars, researchers, and educators with interests in decolonizing education, social studies education, the history of education, and race and ethnicity studies.

"This book examines the evolving role played by the social studies classroom in shaping national identity and contributing to Orientalism, which depicts the peoples of the Middle East as "the Other" relative to those of the United States and Europe. Building upon the momentum of critical approaches to examining the nature of knowledge, the role of schools in society, and the trends within social studies education and its hidden curriculum, the volume crucially shifts the focus towards a more global emphasis, examining the nature of Orientalism and the school as a setting where Orientalist logic and assumptions about the Middle East and its inhabitants are reified. Focusing on the ecosystem of social studies knowledge production and working within the sociology of knowledge, it traces this evolution across the 19th, 20th, and 21st centuries. A novel and unique exploration of knowledge construction, and presenting a vision for a more nuances and multifaceted portrayal of the Middle East that corrects for the deleterious aspects of Orientalism while avoiding a romanticized apologetic, it will appeal to scholars, researchers, and educator with interests in decolonizing education, social studies education, the history of education, and race and ethnicity studies"--

Building on the pioneering work of Edward Said in fresh and useful ways, contributors to this volume consider both historical contacts and literary influences in the formation of Latin American constructs of the “Orient” and the “Self” from colonial times to the present. In the process, they unveil wide-ranging manifestations of Orientalism. Contributors scrutinize the “other” great encounter, not with Europeans but with Arabic, Chinese, and Japanese cultures, as they marked Latin American societies from Mexico, Central America, and the Caribbean to Peru, Argentina, and Brazil. The perspectives, experiences, and theories presented in these examples offer a comprehensive framework for understanding wide-ranging manifestations of Orientalism in Latin America and elsewhere in the developing world. Orientalism and Identity in Latin America expands current theoretical frameworks, juxtaposing historical, biographical, and literary depictions of Middle Eastern and Asian migrations, both of people and cultural elements, as they have been received, perceived, refashioned, and integrated into Latin American discourses of identity and difference. Underlying this intercultural dialogue is the hypothesis that the discourse of Orientalism and the process of Orientalization apply equally to Near Eastern and Far Eastern subjects as well as to immigrants, regardless of provenance—and indeed to any individual or group who might be construed as “Other” by a particular dominant culture.

By foregrounding language practices in educational settings, this timely volume offers a postcolonial critique of the languaging of higher education and considers how Southern epistemologies can be used to further the decolonization of post-secondary education in the Global South. Offering a range of contributions from diverse and minoritized scholars based in countries including South Africa, Rwanda, Sudan, Qatar, Turkey, Portugal, Sweden, India, and Brazil, The Languaging of Higher Education in the Global South problematizes the use of language in various areas of higher education. Chapters demonstrate both subtle and explicit ways in which the language of pedagogy, scholarship, policy, and partcipiation endorse and privelege Western constructs and knowledge production, and utilize Southern theories and epistemologies to offer an alternative way forward – practice and research which applies and promotes Southern epistemologies and local knowledges. The volume confronts issues including integrationism, epistemic solidarity, language policy and ideology, multilingualism, and the increasing use of technology in institutions of higher education. This innovative book will be of interest to researchers, scholars, and postgraduate students in the fields of higher education, applied linguistics, and multicultural education. Those with an interest in the decolonization of education and language will find the book of particular use.

This stunning new edition retains the book's broad aims, intended audience, and multidisciplinary approach. New chapters take into account the more current backdrop of globalization, particularly events such as 9/11, and attendant developments that make a reconsideration of race relations in education quite urgent.

First Published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

The discipline of American studies was established in the early days of World War II and drew on the myth of American exceptionalism. Now that the so-called American Century has come to an end, what would a truly globalized version of American studies look like? Brian T. Edwards and Dilip Parameshwar Gaonkar offer a new standard for the field’s transnational aspiration with Globalizing American Studies. The essays here offer a comparative, multilingual, or multisited approach to ideas and representations of America. The contributors explore unexpected perspectives on the international circulation of American culture: the traffic of American movies within the British Empire, the reception of the film Gone with the Wind in the Arab world, the parallels between Japanese and American styles of nativism, and new incarnations of American studies itself in the Middle East and South Asia. The essays elicit a forgotten multilateralism long inherent in American history and provide vivid accounts of post–Revolutionary science communities, late-nineteenth century Mexican border crossings, African American internationalism, Cold War womanhood in the United States and Soviet Russia, and the neo-Orientalism of the new obsession with Iran, among others. Bringing together established scholars already associated with the global turn in American studies with contributors who specialize in African studies, East Asian studies, Latin American studies, media studies, anthropology, and other areas, Globalizing American Studies is an original response to an important disciplinary shift in academia.

The nine chapters in this book, along with a critical introduction, address complex theological issues relating to structural inequalities of our society, exacerbated by the experience of the COVID-19 pandemic. Pastoral theology as an academic discipline is not a value-free enterprise. This book strives to speak against all forms of injustice and to advocate for those who suffer under existing structural inequalities because such a liberative and social transformative task constitutes the fundamental work of pastoral theology. Each chapter in this book analyses how private problems of individuals are occurring within the immediate world of experience with public issues historically, socially, and politically. As a whole, this book addresses racial injustice, ableism, foster family care, and issues faced by Christian churches during the COVID-19 pandemic. The chapters in this book were originally published as a special issue of the Journal of Pastoral Theology.

Following a long historical legacy, Muslim women’s lives continue to be represented and circulate widely as a vehicle of intercultural understanding within a context of the "war on terror." Following Edward Said’s thesis that these cultural forms reflect and participate in the power plays of empire, this volume examines the popular and widespread production and reception of Muslim women’s lives and narratives in literature, poetry, cinema, television and popular culture within the politics of a post-9/11 world. This edited collection provides a timely exploration into the pedagogical and ethical possibilities opened up by transnational, feminist, and anti-colonial readings that can work against sensationalized and stereotypical representations of Muslim women. It addresses the gap in contemporary theoretical discourse amongst educators teaching literary and cultural texts by and about Muslim Women, and brings scholars from the fields of education, literary and cultural studies, and Muslim women’s studies to examine the politics and ethics of transnational anti-colonial reading practices and pedagogy. The book features interviews with Muslim women artists and cultural producers who provide engaging reflections on the transformative role of the arts as a form of critical public pedagogy.