Articulations of Gender, Race, Ethnicity and Class
Settler societies are those in which European migrants have become politically dominant over indigenous peoples and a heterogeneous social structure has developed. They offer a unique prism for understanding the complex relations of gender, race, ethnicity and class in contemporary societies. Bringing together a distinguished cast of contributors, this book looks at the relation between indigenous and settler/immigrant populations. The text highlights the experiences of ten diverse societies (the United States, Canada, New Zealand, Australia, Mexico, Peru, South Africa, Zimbabwe, Algeria and Israel) and examines how the internal dynamics of settler societies reflect their positions within a global economy. The ways in which the complex forces of gender, race, ethnicity and class combine are explored in relation to key issues including state-building processes and ideologies, economic life and oppositional social movements. The contributors understand settler societies in terms of the interdependent histories of indigenous and migrant peoples. Taking into account the gendered character of these histories, they go on to analyse the shifting social and political position of women within such societies. In its critical examination of settler societies and its exploration of the conflicts that characterise them, unsettling Settler Societies will be an invaluable text for students of race and ethnic relations, women's and gender studies and social and political theory.
Designing escape rooms and games for the classroom
Discover the educational power of puzzle-based learning. Understand the principles of effective game design, the power of well-crafted narratives and how different game mechanics can support varied learning objectives. Applying escape room concepts to the classroom, this book offers practical advice on how to create immersive, collaborative learning experiences for your students without the need for expensive resources and tools. Packed with examples, including a full sample puzzle game for you to use with your students, this book is a primer for classroom teachers on designing robust learning activities using problem-solving principles.
Designing escape rooms and games for the classroom
Discover the educational power of puzzle-based learning. Understand the principles of effective game design, the power of well-crafted narratives and how different game mechanics can support varied learning objectives. Applying escape room concepts to the classroom, this book offers practical advice on how to create immersive, collaborative learning experiences for your students without the need for expensive resources and tools. Packed with examples, including a full sample puzzle game for you to use with your students, this book is a primer for classroom teachers on designing robust learning activities using problem-solving principles.
"Docherty is not only is a brilliant critic of those forces that would like to transform higher education into an extension of the market-place... he is also a man of great moral and civic courage, who under intense pressure from the punishing neoliberal state has risked a great deal to remind us that higher education is a civic institution crucial to creating the formative cultures necessary for a democracy to survive, if not flourish." - Henry Giroux, McMasters University "Docherty engages with the secular university in its present crisis, reflecting on its origins and on its role in the future of democracy. He tackles the urgent issue of inequality with a compelling denunciation of the ways of entrenched privilege; he offers a view of governance and representation from the perspective of those who are silenced; and exposes the fundamental damage done to thought by management-speak. Docherty is moral, passionate and committed and this is a fierce and important book." - Mary Margaret McCabe, King's College London There is a war on for the future of the university worldwide. The stakes are high, and they reach deep into our social condition. On one side are self-proclaimed modernisers who view the institution as vital to national economic success. Here the university is a servant of the national economy in the context of globalization, its driving principles of private and personal enrichment necessary conditions of 'progress' and modernity. Others see this as a radical impoverishment of the university's capacities to extend human possibilities and freedoms, to seek earnestly for social justice, and to participate in the endless need for the extension of democracy. This book analyses the former position, and argues for the necessity of taking sides with the latter. It does so with a sense of urgency, because the market fundamentalists are on the march. The fundamental war that is being fought is not just for scholars, but for a better - more democratic, more just, more emancipatory - form of life. Choose sides.
We live in an age of digital ID. Through the digitisation of our biometric and demographic selves, digital ID converts human beings into digital data, which in turn mediates access to services and rights - be they public or private, commercial or not-for-profit, essential or non-essential. Allegedly designed to improve services, and to aid humanitarianism and social inclusion, digital ID has multiple hidden complexities. From denying access to essential goods, to algorithmic bias, to the sharing of sensitive data about vulnerable groups - digital ID is not necessarily just, or balanced, or helping. It is often severely unfair. This book offers a journey into stories of unfair ID. Exploring examples across sectors, countries and data-managed populations, it takes a data justice perspective on what this unfairness effectively means for the users of digital identity systems. Examples range from denial of food rations to eligible beneficiaries, to the searchability of asylum-seeker data in police force databases, to the algorithmically-determined exclusion of genuinely entitled users from anti-poverty schemes. This book also explores forms of resistance to these injustices, showing how solidarity movements can resist, engage and challenge the damages of unfair ID. Through its research, it sets out to imagine forms of fair ID where people's rights and entitlements are upheld, ultimately contributing to build a future of justice for the digitally identified. Silvia Masiero is an Associate Professor of Information Systems at the HISP Center, Department of Informatics, University of Oslo.
We live in an age of digital ID. Through the digitisation of our biometric and demographic selves, digital ID converts human beings into digital data, which in turn mediates access to services and rights - be they public or private, commercial or not-for-profit, essential or non-essential. Allegedly designed to improve services, and to aid humanitarianism and social inclusion, digital ID has multiple hidden complexities. From denying access to essential goods, to algorithmic bias, to the sharing of sensitive data about vulnerable groups - digital ID is not necessarily just, or balanced, or helping. It is often severely unfair. This book offers a journey into stories of unfair ID. Exploring examples across sectors, countries and data-managed populations, it takes a data justice perspective on what this unfairness effectively means for the users of digital identity systems. Examples range from denial of food rations to eligible beneficiaries, to the searchability of asylum-seeker data in police force databases, to the algorithmically-determined exclusion of genuinely entitled users from anti-poverty schemes. This book also explores forms of resistance to these injustices, showing how solidarity movements can resist, engage and challenge the damages of unfair ID. Through its research, it sets out to imagine forms of fair ID where people's rights and entitlements are upheld, ultimately contributing to build a future of justice for the digitally identified. Silvia Masiero is an Associate Professor of Information Systems at the HISP Center, Department of Informatics, University of Oslo.
This work is intended as a contribution to our understanding of modernism and postmodernism. It explores the formation and deformation of the cultural sphere and the effects on culture of globalization. Against many orthodox postmodernist accounts, the author argues that it is wrong to regard our present state of fragmentation and dislocation as an epochal break. Existing interdependencies and power balances are not so easily broken down. Nonetheless, some important cultural changes have occurred since the last war. In particular, the book examines some of the processes which have uncoupled culture from the social; the erosion of the ideal of the heroic life in the face of the onslaught from consumerism and the deformation of culture; and the rise of new forms of identity development. It explains why culture has gained a more significant role in everyday life and also why it has come to preoccupy the Academy in recent years. The text covers the effects of the multiplication of cultural goods and images on our ability to read culture and develop fixed meanings and relationships. It highlights the importance of the global in attempting to cope with the objective difficulties of cultural overproduction. The book concludes that the rise of non-western nation states with different cultural frames produces different reactions of modernity, making it more appropriate to refer to global modernities.
This work argues that, whilst institutionalized social theory persists in following a rigid canon and supporting clear divisions, the vital questions in theory are interdisciplinary. The author challenges today's social theorists to develop and practice "undisciplined theories" which constantly question the limits of the canon and expose the porous character of boundaries. The work contains rigorous and original analyses of the writings of Baudrillard, Deleuze, Guattari, McLuhan, Freud and St Augustine, showing the way to credible forms of undisciplined theory. Three urgent tasks are proposed for social theory: to think and feel ambivalence; to track the circulation of anomalies in theoretical texts; and to learn from the fascination with interpretative boundlessness.
This work argues that, whilst institutionalized social theory persists in following a rigid canon and supporting clear divisions, the vital questions in theory are interdisciplinary. The author challenges today's social theorists to develop and practice "undisciplined theories" which constantly question the limits of the canon and expose the porous character of boundaries. The work contains rigorous and original analyses of the writings of Baudrillard, Deleuze, Guattari, McLuhan, Freud and St Augustine, showing the way to credible forms of undisciplined theory. Three urgent tasks are proposed for social theory: to think and feel ambivalence; to track the circulation of anomalies in theoretical texts; and to learn from the fascination with interpretative boundlessness.
