Examining Education Media And Dialogue Under Occupation

The chapters in this book address media and education in the context of Palestine and Israel. They provide insights and provocative analysis of the status quo in education, including language teaching, educational policy and research, media representations and reporting in Middle East and U.S. and different models of dialogue between Palestinians and Israelis.

This book is an in-depth examination of education and media under occupation. The contributors to this volume engage dialogue to explore these domains and their roles and functioning under occupation while keeping an eye toward resolution, using the on-going conflict between Palestine and Israel as the focus. The uniqueness of this collection is not limited to the willingness of its authors to investigate topics that have often been left out of the mainstream, but that they actually enter into dialogue with one another. Education and media are exemplified as domains that can either maintain the status quo of oppression when used by policymakers and governments to do so or can be utilized as mechanisms for change and peacemaking. These contradictory roles are highlighted throughout this book by multiple voices.

This book explores the discourse in and of translation within and across cultures and languages. From the macro aspects of translation as an inter- cultural project to actual analysis of textual ingredients that contribute to translation and interpreting as discourse, the ten chapters represent different explorations of ‘global’ theories of discourse and translation. Offering interrogations of theories and practices within different sociocultural environments and traditions (Eastern and Western), Discourse in Translation considers a plethora of domains, including historiography, ethics, technical and legal discourse, subtitling, and the politics of media translation as representation. This is key reading for all those working on translation and discourse within translation studies and linguistics.

Understanding Peace Cultures is exceptionally practical as well as theoretically grounded. As Elise Boulding tells us, culture consists of the shared values, ideas, practices, and artifacts of a group united by a common history. Rebecca Oxford explains that peace cultures are cultures, large or small, which foster any of the dimensions of peace – inner, interpersonal, intergroup, international, intercultural, or ecological – and thus help transform the world. As in her earlier book, The Language of Peace: Communicating to Create Harmony, Oxford contends here that peace is a serious and desirable option. Excellent educators help build peace cultures. In this book, Shelley Wong and Rachel Grant reveal how highly diverse public school classrooms serve as peace cultures, using activities and themes founded on womanist and critical race theories. Yingji Wang portrays a peace culture in a university classroom. Rui Ma’s model reaches out interculturally to Abraham’s children: Jewish, Christian, and Muslim youth, who share an ancient heritage. Children’s literature (Rebecca Oxford et al.) and students’ own writing (Tina Wei) spread cultures of peace. Deep traditions, such as African performance art, Buddhism, Daoism, Confucianism and Islam, give rise to peace cultures, as shown here by John Grayzel, Sister Jewel (a colleague of Thich Nhat Hanh), Yingji Wang et al., and Dian Marissa et al. Peace cultures also emerge in completely unexpected venues, such as gangsta rap, unveiled by Charles Blake et al., and a prison where inmates learn Lois Liggett’s “spiritual semantics.” Finally, the book includes perspectives from Jerusalem (by Lawrence Berlin) and North Korea and South Korea (by Carol Griffiths) to help us envision – and hope for – new, transformative peace cultures where now there is strife.

This edited collection explores issues that arise when researching "hard-to-reach" groups and those who remain socially excluded and marginalized in society, such as access, the use of gatekeepers, ethical dilemmas, "voice," and how such research contributes to issues of inclusion and social justice. The book uses a wide range of empirical and theoretical approaches to examine the difficulties, dilemmas and complexities surrounding research methodologies with particular groups. It emphasizes the importance of national and international perspectives in such discussions, and suggests innovative methodological procedures.

The volume considers politics as cooperative group action and takes the position that forms of government can be posited on a continuum with endpoints where governance is shared, and where hegemony dictates, ranging from politics as interaction to politics as imposition. Similarly, dialogue and dialogic action can be superimposed on the same continuum lying between truly collaborative where co-participants exchange ideas in a cooperative manner and dominated by an absolute position where dialogue proceeds along prescribed paths. The chapters address the continuum between these endpoints and present illuminating and persuasive analyses of dialogue in politics, covering motions of support, the relationship between politics and the press, interviews, debates, discussion forums and multimodal media analyses across different discourse domains and different cultural contexts from Africa to the Middle East, and from the United States to Europe.

From the foundations of the world’s first great empires to the empires of today, war has preoccupied human civilisation for as many as 4000 years. It has fascinated, horrified, thrilled, confused, inspired and disgusted mankind since records began. Provoking such a huge range of emotions and reactions and fulfilling all the elements of newsworthiness, it is hardly surprising that war makes ‘good’ news. Modern technological advancements, such as the camera and television, brought the brutality of war into the homes and daily lives of the public. No longer a far-away and out-of-sight affair, the public’s ability to ‘see’ what was happening on the frontline changed not only how wars were fought but why they were fought. Even when a war is considered ‘popular,’ the involvement of the press and the weight of public opinion has led to criticisms that have transformed modern warfare almost in equal measure to the changes brought about by weapon technology. War reporting seeks to look beyond the official story, to understand the very nature of conflict whilst acknowledging that it is no longer simply good versus evil. This edited volume presents a unique insight into the work of the war correspondent and battlefield photographer from the earliest days of modern war reporting to the present. It reveals how, influenced by the changing face of modern warfare, the work of the war correspondent has been significantly altered in style, method, and practice. By combining historical analysis with experiences of modern day war reporting, this book provides an important contribution to the understanding of this complicated profession, which will be of interest to journalists, academics, and students, alike.

This book articulates an understanding of what is meant by the term social justice from a global perspective, drawing upon examples of practice from across a range of English for academic purposes (EAP) and English language teaching (ELT) higher education contexts. Presently, within western higher educational systems, there is a drive for greater integration of approaches that lend themselves to social justice. However, questions still remain about what that means in practice. This book seeks to answer that not by telling but by showing. It presents a series of chapters that act as vignettes into a diverse set of classrooms, contexts and countries, offering examples of how and where an epistemology of social justice has been put into practice in teaching and learning situations. Such situations range from cross-continental higher educational partnerships between east and west to instances of EAP practitioners' work with refugees from North Africa and the Middle East. These examples are threaded together by the common goal of understanding what it is that defines an enactment of social justice and what the shared denominators are across these contexts. Through looking at these various examples, the authors produce a set of codes and themes that are common to practice across contexts and discuss how these might help inform practice in other areas of language education, higher education and educational development work in general.