Difference And Community

This volume brings together essays which suggest that the relationship between Canada and Europe is a two-way process, as historically the traffic between them has been: either may have something to offer the other. Europe too acknowledges situations today in which difference and community are hard terms to reconcile. Difference refers to gender, sexuality, race, nationality, or language. Community is the collective understanding which must continually be renegotiated and reconstructed among these factors. The Canadian-European connection is one in which it seems especially appropriate to explore such circumstances. The topics covered include pioneer women's writing, transcultural women's fiction, canonical taxonomy of the contemporary novel, the city poem in Confederate Canada, poetry of the Great War, various ethno-cultural perspectives (Jewish, South Asian, Italian; Native reappropriations; Quebec cinema), literature and the media, and small-press publishing. Some of the authors treated: Sandra Birdsell, Nicole Brossard, Jack Hodgins, Henry Kreisel, Robert Kroetsch, Janice Kulyk Keefer, Archibald Lampman, Malcolm Lowry, Lesley Lum, Daphne Marlatt, Susanna Moodie, Bharati Mukherjee, Alice Munro, Frank Paci, and Susan Swan.

Whether looking at divided cities or working with populations on the margins of society, a growing number of engaged academics have reached out to communities around the world to address the practical problems of living with difference. This book explores the challenges and necessities of accommodating difference, however difficult and uncomfortable such accommodation may be. Drawing on fourteen years of theoretical insights and unique pedagogy, CEDAR—Communities Engaging with Difference and Religion—has worked internationally with community leaders, activists, and other partners to take the insights of anthropology out of the classroom and into the world. Rather than addressing conflict by emphasizing what is shared, Living with Difference argues for the centrality of difference in creating community, seeking ways not to overcome or deny differences but to live with and within them in a self-reflective space and practice. This volume also includes a manual for organizers to implement CEDAR’s strategies in their own communities.

First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.

Community and Difference: Teaching, Pluralism, and Social Justice contains seven very different chapters. In each chapter, educators describe how their experiences with oppression came to inform their commitment to teaching for social justice. Relying on principles taken from heuristic inquiry to show what people know and what experience has spun, this book provides evidence of the promise of narrative storytelling as a means of teaching for social justice. The voices of the storytellers are honest and compelling, inviting readers to listen, to know others as they know themselves, and to experience a journey that is largely collective - that knows hope, and that offers a semblance of understanding and grace.

This book has its philosophical starting point in the idea that group-based social movements have positive implications for peace politics. It explores ways of imagining community, nation, and international systems through a political lens that is attentive to diversity and different lived experiences. Contributors suggest how groups might work toward new nonviolent conceptions and experiences of diverse communities and global stability.

Encompassing the work of historians, art-historians, and literary scholars, these essays explore how interrelated processes of communal inclusion and exclusion - articulated through institutions, discourses, performances, and artefacts - shaped the construction of individual and collective identities in medieval Europe.

Social work in the community offers practice guidance to students, practice assessors and practitioners within a political, theoretical, methodological and ethical framework. The book is written from an experiential learning perspective, encouraging the reader not only to understand the ideas and methods but to test them out in their own practice, which additionally provides an element of problem-based learning. The book is written within the framework of the practice curriculum for the social work degree, including the National Occupational Standards and an extended statement of values for practice. This will enable students to use the book to make sense of their practice in relation to the knowledge, skills and values of social work practice in its community context.