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The discursive construction of identity is often under the control of the dominant forces in society and frequently results in forms of manipulation and abuse. This awareness led to the celebration of the First International Conference on CDA (València 2004), where over three-hundred academics working in the field of Critical Discourse Analysis became actively engaged in this important issue. The seven studies included in this volume have been selected as representative of those areas of human experience that have been given most intellectual attention and considered to be in fact in need for critical unravelling. Ethnic categorization in multicultural classrooms, patriotic discourse construction in Chinese readers, the denial of Palestinian identity in schoolbooks, the diverse constructions of European identities, Arabs constructing themselves on the worldwide web, identity construction in sexual assault trials, the representations of a dangerous 'other' in cases of PLWHAs, are the contextual perspectives embraced in this book to account for forms of power abuse in the discursive construction of identities.
This volume addresses the question of migration in Europe. It is concerned with the extent to which racism and anti-immigration discourse has been to some extent normalised and ‘democratised’ in European and national political discourses. Mainstream political parties are espousing increasingly coercive policies and frequently attempting to legitimate such approaches via nationalist-populist slogans and coded forms of racism. Identity, Belonging and Migration shows that that liberalism is not enough to oppose the disparate and diffuse xenophobia and racism faced by many migrants today and calls for new conceptions of anti-racism within and beyond the state. The book is divided into three parts and organised around a theoretical framework for understanding migration, belonging, and exclusion, which is subsequently developed through discussions of state and structural discrimination as well as a series of thematic case studies. In drawing on a range of rich and original data, this timely volume makes an important contribution to discussions on migration in Europe.
Much like the United States, the countries of Western Europe have experienced massive immigration in the last three decades. Spain, in particular, has been transformed from an immigrant-exporting country to one receiving hundreds of thousands of new immigrants. Today, almost 13 percent of the countryÕs population is foreign-born. Spanish Legacies, written by internationally known experts on immigration, explores how the children of immigrantsÑthe second generationÑare coping with the challenges of adaptation to Spanish society, comparing their experiences with those of their peers in the United States. Using a rich data set based on both survey and ethnographic material, Spanish Legacies describes the experiences of growing up by the large population of second-generation youths in Spain and the principal outcomes of the processÑfrom national self-identification and experiences of discrimination to educational attainment and labor-market entry. The study is based on a sample of almost 7,000 second-generation students who were interviewed in Madrid and Barcelona in 2008 and then followed and re-interviewed four years later. A survey of immigrant parents, a replacement sample for lost respondents in the second survey, and a survey of native-parentage students complement this rich data set. Outcomes of the adaptation process in Spain are systematically presented in five chapters, introduced by real-life histories of selected respondents drawn by the studyÕs ethnographic module. Systematic comparisons with results from the United States show a number of surprising similarities in the adaptation of children of immigrants in both countries, as well as differences marked by contrasting experiences of discrimination, self-identities, and ambition. Ê
The so-called nation states have created ethnical minorities. Also due to migration, cultural diversity is the reality. The multicultural society is strongly reproduced in the schools all over Europe. Cultural diversity in the classroom is increasingly recognized as a potential which should not be neglected. The educational system has, above all, to provide all children with equal opportunities. Experts from Finland, the UK, Hungary, Spain, Greece, Cyprus, and other European states, mostly responsible for teacher education, have contributed to this volume with critical, but constructive remarks on the classroom reality in their countries. This book is valuable reading for academics and practitioners in educational sciences.
Los profundos dinamismos que intervienen en el mecanismo de nuestro deseo y subyacen al desarrollo de nuestra personalidad van siendo sistemáticamente revelados, reconocidos y analizados en este libro. Sigmund Freud fue pionero en la exploración de los "continentes sumergidos de la mente" donde yacen los restos de naufragios existenciales y los tesoros insospechados del alma humana. Los conceptos fundamentales que forman el tejido ideológico del Psicoanálisis, las ideas más controvertidas de las teorías de Freud, como las referentes a la Sexualidad, al Complejo de Edipo, a la Represión, al control de los Instintos, a la Libido, al Placer, al Super-Yo... se van revelando y clarificando en este libro de un modo comprensible, incluso aplicables al propio conocimiento. Siguiendo el símil del psicoanalista Oscar Pfister: "Freud ha ideado un 'microscopio del alma', que permite observar y comprender las raíces de las funciones mentales, y su desarrollo y dinamismo" .
The Enciclopedia de Linguistica Hispánica provides comprehensive coverage of the major and subsidiary fields of Spanish linguistics. Entries are extensively cross-referenced and arranged alphabetically within three main sections: Part 1 covers linguistic disciplines, approaches and methodologies. Part 2 brings together the grammar of Spanish, including subsections on phonology, morphology, syntax and semantics. Part 3 brings together the historical, social and geographical factors in the evolution of Spanish. Drawing on the expertise of a wide range of contributors from across the Spanish-speaking world the Enciclopedia de Linguistica Hispánica is an indispensable reference for undergraduate and postgraduate students of Spanish, and for anyone with an academic or professional interest in the Spanish language/Spanish linguistics.
El presente volumen ofrece una revisin general de la situacin del espaol como lengua en contacto con otras lenguas en diversos pases del mundo hispano. Cada seccin del libro cubre un rea o pas dentro de Espaa, Latinoamrica y el Caribe, donde el espaol convive con otras lenguas desde hace siglos.
The current societal and social reality in Europe is undergoing far-reaching changes due to the phenomenon of migration. Educational policy and pedagogical practice play a key role in the academic support of immigrant children in schools. In this volume, the connections between societal change and educational issues in relation to two southern European nations, Spain and Italy, are analyzed. The stories of intercultural communication and integration of these two case studies focus on five themes: linguistic diversity, the performance gap, teacher training programs and school culture, the role of music education in multicultural and multilingual contexts, and the development of a supranational education as an improvement for multicultural education. The volume is of particular relevance for educational researchers, as well as for the interested general reader. It takes the reader to public and private entities in Italy and Spain, where intercultural education is part of societal discourse, and serves as a sounding board for the discussion of developments in other parts of Europe with similar demographics.
This new volume of the series on International Migrations brings together eight articles by members and collaborators of the University of Deusto Research Unit on migration. Although not a monograph, all the contributions in this volume explore in different ways the transitions and transformations that take place in individuals and whole societies as a result of migratory processes.
In her groundbreaking and innovative study, the author takes us on a fascinating journey through some of Madrid's multilingual and multicultural schools and reveals the role played by linguistic practices in the construction of inequality through such processes as what she calls "de-capitalization" and "ethnicization". Through a critical sociolinguistic and discourse analysis of the data collected in an ethnographic study, the book shows the exclusion caused by monolingualizing tendencies and ideologies of deficit in education and society. The book opens a timely discussion of the management of diversity in multilingual and multicultural classrooms, both for countries with a long tradition of migration flows and for those where the phenomenon is relatively new, as is the case in Spain. This study of linguistic practices in the classroom makes clear the need to rethink some key linguistic concepts, such as practice, competence, discourse, and language, and to integrate different approaches in qualitative research. The volume is essential reading for students and researchers working in sociolinguistics, education and related areas, as well as for all teachers and social workers who deal with the increasing heterogeneity of our late modern societies in their work.