The Intersection Of Cultures

The Intersection of Cultures: Multicultural Education in the United States and the Global Economy, Fourth Edition offers a unique, problem-solving approach to the complex issues involved in educating culturally and linguistically diverse students. Perfect for any course devoted wholly or in part to the study of multicultural education, this text addresses a wealth of topics. A particular focus in this edition is the current global migration of peoples, and the tension between local and global cultures. Part One, Multiculturalism, includes chapters on cultural differences and schooling, dominated cultures, and immigrant cultures. Chapters in Part Two, Cultural Frames of Reference, address monoculturalism, biculturalism, and ethnic identity; multicultural minds; history, gender, and social class; and the intersection of school culture with dominated and immigrant cultures. Part Three, Perspectives on Teaching Multicultural Education, includes chapters on teaching about racism; teaching about sexism; and teaching to protect and preserve cultures. All chapters include model multicultural lessons for elementary through college classes. These lessons serve a dual function—first, they can be used to help teach the content of the chapter, and second, elementary, middle school, and high school teachers can use these lessons in their own classes. Each chapter concludes with a “Personal Frames of References” section designed to engage students in relating multiculturalism to their own lives. New in the Fourth Edition: *cultural differences in ways of seeing, knowing, and interrelating with the world; *recent research findings from cross cultural psychology and the psychology of immigration; and *methods for educating “multicultural minds”.

Joel Spring discusses the context of multiculturalism, including the roles of dominant and dominated cultures, in the United States educational system. Cultural frames of reference such as race, gender, ethnic identity, and social class structure are outlined. Illustrations of teaching about racism, sexism, and ethnocentrism are found.

Human heritage is an endless mine of knowledge, skills, ethos and accomplishments, which visualize and examine the power of human creativity and innovation throughout the history. The contributions cast an insight into the human psyche to perceive its Weltanschauung, and its way of thinking and making artefacts associated with knowledge, existence and identity in the context of other existing systems in the world. They demonstrate the diversity of topics as well as the state-of-the art of interdisciplinary approaches that participants of the Humboldt-Kolleg use in their research on cultural heritage, and confirm, once again, that the strengths of the Alexander von Humboldt Network should be celebrated and honoured. The present volume invites us to seek more novel research approaches that aim towards an understanding of the complex nature of human inheritance.

This pioneering book explores the intersections of law and culture at the International Criminal Court (ICC), offering insights into how notions of culture affect the Court’s legal foundations, functioning and legitimacy, both in theory and in practice.

This provocative volume is based on the premise that cultural studies and rhetorical studies address specific and parallel questions about culture, critical practice, and interpretation, and that opening up a dialogue between them can enhance both and provide a more complete understanding of society. Noted scholars across a variety of disciplines examine overlaps and contradictions between these approaches as well as critical and pedagogical issues that surface with their linkage.

In Un/common Cultures, Kamala Visweswaran develops an incisive critique of the idea of culture at the heart of anthropology, describing how it lends itself to culturalist assumptions. She holds that the new culturalism—the idea that cultural differences are definitive, and thus divisive—produces a view of “uncommon cultures” defined by relations of conflict rather than forms of collaboration. The essays in Un/common Cultures straddle the line between an analysis of how racism works to form the idea of “uncommon cultures” and a reaffirmation of the possibilities of “common cultures,” those that enact new forms of solidarity in seeking common cause. Such “cultures in common” or “cultures of the common” also produce new intellectual formations that demand different analytic frames for understanding their emergence. By tracking the emergence and circulation of the culture concept in American anthropology and Indian and French sociology, Visweswaran offers an alternative to strictly disciplinary histories. She uses critical race theory to locate the intersection between ethnic/diaspora studies and area studies as a generative site for addressing the formation of culturalist discourses. In so doing, she interprets the work of social scientists and intellectuals such as Elsie Clews Parsons, Alice Fletcher, Franz Boas, Louis Dumont, Claude Lévi-Strauss, Clifford Geertz, W. E. B. Du Bois, and B. R. Ambedkar.

Colour permeates contemporary visual and material culture and affects our senses beyond the superficial encounter by infiltrating our perceptions and memories and becoming deeply rooted in thought processes that categorise and divide along culturally constructed lines. Colour exists as a cultural as well as psycho-physical phenomenon and acquires a multitude of meanings within differing historical and cultural contexts. The contributors examine how colour becomes imbued with specific symbolic and material meanings that tint our constructions of race, gender, ideal bodies, the relationship of the self to others and of the self to technology and the built environment. By highlighting the relationship of colour across media and material culture, this volume reveals the complex interplay of cultural connotations, discursive practices and socio-psychological dynamics of colour in an international context.