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This chronicles the four decade history of Chicago's Wentworth Gardens public housing resident's grassroots activism.
Surveys the phenomenon of Jewish spiritual survival during the Holocaust in the framework of the Jewish urge to sanctify God through the affirmation of life ("Kiddush ha-hayyim") rather than through martyrdom ("Kiddush Hashem"). Describes the historical development of the concept of "Kiddush ha-hayyim." Ch. 2 (pp. 29-42), "The Ghetto as a Tool for Extermination, " summarizes the Nazi plan to exterminate the Jews, and its implementation in the Kovno, Lodz, Vilna, and Warsaw ghettos. Discusses cultural, religious, literary, artistic, and political activities in these ghettos, designed to raise morale and help Jews to survive and live a meaningful existence.
To be human means to resist dehumanization. In the darkest periods of human history, men and women have risen up and in many different voices said this one thing: “Do not treat me like this. Treat me like the human being that I am.” Claiming Her Dignity explores a number of stories from the Old Testament in which women in a variety of creative ways resist the violence of war, rape, heterarchy, and poverty. Amid the life-denying circumstances that seek to attack, violate, and destroy the bodies and psyches of women, men, and children, the women featured in this book absolutely refuse to succumb to the explicit, and at times subtle but no less harmful, manifestations of violence that they face.
We see nonviolent resistance all over today’s world, from Egypt’s Tahrir Square to New York Occupy. Although we think of the last century as one marked by wars and violent conflict, in fact it was just as much a century of nonviolence as the achievements of Mohandas Gandhi and Martin Luther King, Jr. and peaceful protests like the one that removed Ferdinand Marcos from the Philippines clearly demonstrate. But what is nonviolence? What makes a campaign a nonviolent one, and how does it work? What values does it incorporate? In this unique study, Todd May, a philosopher who has himself participated in campaigns of nonviolent resistance, offers the first extended philosophical reflection on the particular and compelling political phenomenon of nonviolence. Drawing on both historical and contemporary examples, he examines the concept and objectives of nonviolence, and considers the different dynamics of nonviolence, from moral jiu-jitsu to nonviolent coercion. May goes on to explore the values that infuse nonviolent activity, especially the respect for dignity and the presupposition of equality, before taking a close-up look at the role of nonviolence in today’s world. Students of politics, peace studies, and philosophy, political activists, and those interested in the shape of current politics will find this book an invaluable source for understanding one of the most prevalent, but least reflected upon, political approaches of our world.
"Play fool, to catch wise."--proverb of Jamaican slaves Confrontations between the powerless and powerful are laden with deception--the powerless feign deference and the powerful subtly assert their mastery. Peasants, serfs, untouchables, slaves, laborers, and prisoners are not free to speak their minds in the presence of power. These subordinate groups instead create a secret discourse that represents a critique of power spoken behind the backs of the dominant. At the same time, the powerful also develop a private dialogue about practices and goals of their rule that cannot be openly avowed. In this book, renowned social scientist James C. Scott offers a penetrating discussion both of the public roles played by the powerful and powerless and the mocking, vengeful tone they display off stage--what he terms their public and hidden transcripts. Using examples from the literature, history, and politics of cultures around the world, Scott examines the many guises this interaction has taken throughout history and the tensions and contradictions it reflects. Scott describes the ideological resistance of subordinate groups--their gossip, folktales, songs, jokes, and theater--their use of anonymity and ambiguity. He also analyzes how ruling elites attempt to convey an impression of hegemony through such devices as parades, state ceremony, and rituals of subordination and apology. Finally, he identifies--with quotations that range from the recollections of American slaves to those of Russian citizens during the beginnings of Gorbachev's glasnost campaign--the political electricity generated among oppressed groups when, for the first time, the hidden transcript is spoken directly and publicly in the face of power. His landmark work will revise our understanding of subordination, resistance, hegemony, folk culture, and the ideas behind revolt.
This volume suggests that there is a 'third way' of addressing global tensions - one that rejects the extremes of both universalism and particularism. This third way acknowledges the 'dignity of difference' and promotes both self-respect and respect for others. It is also a radical call for an epistemic shift in our understanding of 'us-other' and 'good-evil'. The authors strengthen their alternative approach with a practical policy guide, by challenging existing policies that either exclude or assimilate other cultures, that wage the constructed 'global war on terror', and that impose a western neo-liberal discourse on non-western societies.
NOBEL PRIZE WINNER • Twenty-three political essays that focus on the victims of history, from the fallen maquis of the French Resistance to the casualties of the Cold War. In the speech he gave upon accepting the Nobel Prize for Literature in 1957, Albert Camus said that a writer "cannot serve today those who make history; he must serve those who are subject to it." Resistance, Rebellion and Death displays Camus' rigorous moral intelligence addressing issues that range from colonial warfare in Algeria to the social cancer of capital punishment. But this stirring book is above all a reflection on the problem of freedom, and, as such, belongs in the same tradition as the works that gave Camus his reputation as the conscience of our century: The Stranger, The Rebel, and The Myth of Sisyphus.
Human dignity, the ability to establish a sense of self-worth and self-respect and to enjoy the respect of others, is necessary for a fully realized life. Working with dignity is a fundamental part of achieving a life well-lived, yet the workplace often poses challenging obstacles because of mismanagement or managerial abuse. Defending dignity and realizing self-respect through work are key to workers' well-being; insuring the dignity of employees is equally important for organizations as they attempt to make effective use of their human capital. In this book Randy Hodson, a sociologist of work and organizational behavior, applies ethnographic and statistical approaches to this topic, offering both a richly detailed, inside look at real examples of dignity in action, and a broader analysis of the pivotal role of dignity at work.
The word "dignity" isn't typically used in education, yet it's at the core of strong pedagogy. This book names the concept and shows readers what education looks like when it is centered on students' dignity. By bringing together a collection of chapters written by authors with wide-ranging expertise, this volume presents a powerful approach to education that reminds people of their somebodiness--the premise that each person inherently possesses the intellectual acumen and creative resources to pursue development on their own terms. This timely book brings dignity into sharper focus, moving the field toward a language that captures what is required for oppressed communities to recognize their potential. It synthesizes research for educators, school leaders, and educational activists to help them make sense of what they are working for and against: dignity and the numerous affronts to it. Dignity-Affirming Education is important reading for anyone who works with students of any age, including nontraditional or adult learners, in formal and informal educational contexts. Book Features: Provides a clear picture of how educators can affirm students' dignity in their everyday practice. Outlines an approach to social-emotional learning (SEL) that takes social processes such as stigma, exclusion, and marginalization into account. Offers vivid portraits of what dignity-affirming education can be for a variety of settings. Contributes to a new vocabulary for seeing educational processes as students experience them. Presents rigorous research in a way that is digestible for policymakers, practitioners, and scholars alike. Provides a base for emerging study and sets the stage for additional inquiry and research.