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Identity and Justice

Conflicts, Contradictions and Contingencies

Debbie Rodan

Debbie Rodan adds breadth and depth to the field of literary, cultural and gender studies through a meticulous investigation of notions such as re-presentation, justice and legitimation. She examines their historical and philosophical trajectories as well as their politico-juridical underpinnings through an ambitious and timely recuperation of the Enlightenment projects of rationality and emancipation.
The point of departure is a critical engagement with the theoretical work of John Rawls, Jürgen Habermas and Jean-François Lyotard. Rodan claims each can be read as foregrounding diverse ways of constituting identity within the social world. Recognition of other people’s identity at the social, cultural and national level is crucial to the possibility of justice.
Rodan tests the concepts of justice, legitimation and identity through detailed critical readings/analyses of a range of texts. The range includes the film East is East, a number of auto/biographical narratives as well as the Australian government report, Bringing Them Home, which is concerned with the removal of Aboriginal children from their families. She avoids polarising Aboriginal/non-Aboriginal notions of justice, identity etc. by including texts which raise and problematise questions of ethnicity and gender.
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Edited by Thomas Grenham

Contemporary Ireland is undergoing a radical shift in its sense of national identity, as the traditional narratives that shaped its past have come under intense scrutiny. The essays gathered here investigate the impact of different forms of education on Irish culture, society, politics, religion and economic success. While education for the knowledge economy has been prioritized across funding agendas, this book focuses on exploring education as a transformative enterprise that supports the personal and intellectual development of the learner.

The volume brings together diverse perspectives on the role of education in the areas of leadership, social justice and service in the community. Challenging the current prioritization of a vision of education that primarily serves the interests of the economy, the contributors explore the social, political and personal value of transformative education.

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Unsettling Research

Using Critical Praxis and Activism to Create Uncomfortable Spaces

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Sherilyn Lennon

Unsettling Research investigates what can be learned from the journey of an insider activist researcher seeking social transformations around issues of gender in an isolated rural Australian community. Unique and risky in its undertaking, the research evolves to create a new discourse in qualitative research. A seamless bricolage of autobiography/ethnography, narrative, feminist theory, critical theory, media literacy, critical pedagogy, and social theory, this work takes qualitative research to the next level. It enacts the notion of social justice, while creating a new lens through which to view action via research … research via action. The author allows the personal to establish positionality, and then works from within her position to create a meta-perspective on dialogue, action, and community manifestations of power. The analytic component of the research couples an ongoing process of coming-to-know with a need to address a community issue. By developing a conceptual framework and a process for disclosing and dislocating ideological hegemony and its associated power imbalances, the research adds to knowledge in the fields of gender and education, social justice, and nascent activist pedagogies. Whilst the particulars are located in Australia, the book creates a global lens for qualitative activist research.
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Counterstorytelling Narratives of Latino Teenage Boys

From «Vergüenza» to «Échale Ganas»

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Juan A. Ríos Vega

Counterstorytelling Narratives of Latino Teenage Boys presents an ethnographic portrait of the experiences and counterstories of nine Latino teenage boys representing different cultural and socioeconomic backgrounds attending a high school in North Carolina. Using critical race theory (CRT), Latino critical theory (LatCrit), and Chicano/a epistemologies as a theoretical framework, the book unveils how differing layers of oppression shape the lives of these boys of color through the intersections of race, gender, and class. Contrary to majoritarian assumptions, cultural deficit models, and their teachers’ low expectations, this research reveals how participants used their cultural capital as a foundation to develop resiliency. The findings in this book suggest that teachers, school administrators, and staff could benefit from a better understanding of Latino/a students’ community cultural wealth as a fundamental element for these students’ academic success. Counterstorytelling Narratives of Latino Teenage Boys will be an excellent resource for teachers, school administrators, college students, and pre-service teachers. It will be useful in courses in Latino/a studies in the United States, multicultural studies, race and education studies, social justice in education, race and gender studies, and social foundations in education.
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Defining Critical Animal Studies

An Intersectional Social Justice Approach for Liberation

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Edited by Anthony J. Nocella, John Sorenson, Kim Socha and Atsuko Matsuoka

This is the first book to define the philosophical and practical parameters of critical animal studies (CAS). Rooted in anarchist perspectives that oppose all systems of domination and authoritarianism, CAS both challenges anthropocentrism and presents animal liberation as a social justice movement that intersects with other movements for positive change. Written by a collection of internationally respected scholar-activists, each chapter expands upon the theory and practice underlying the total liberation approach, the roles of academics and activists, and the ten principles of CAS. With apolitical animal studies and exploitative animal research dominating higher education, this book offers a timely counter-narrative that demands the liberation of all oppressed beings and the environment. Defining Critical Animal Studies will interest educators, students, activists, community members, and policy makers seeking accessible theory that can be put into action.
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Edited by Andrea Gilroy

Art therapy is a developing profession worldwide, and one that is recognised in some countries, but by no means all. Furthering the establishment of art therapy will require the discipline to develop a robust research profile, one that shows it to be an effective intervention with a wide range of client populations within health, social, educational and criminal justice systems.
This edited volume makes a significant contribution to art therapy’s evidence base. It reports on innovative art therapy research and conveys, in an accessible and highly readable way, the lived experience of research by art therapy practitioners. Narratives describe a variety of fascinating projects – from a randomised controlled trial to research-based case studies and clinical research that draws on visual and historical methods – that demonstrate a reflexive loop which moves from practice to research and from research back into practice, showing that research is an exciting, accessible and eminently do-able activity. A collaborative approach between the editor and the contributors informs a series of commentaries about both their research findings in relation to the evidence-base of art therapy with children, adults and people with learning disabilities, and the issues that arise for clinical practices and services at the point of delivery.
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in this section construct, control or even oppress the Other, revealing broader concerns about the social and political order and national identity. At the same time, the enquiry of the Other’s pres- ence in these narratives complicates the question of justice in the history of law. In “Outlaw or Above the Law? Legal Issues in William Harrison’s Descrip- tion of England,” Kinga Földváry reveals how legality in early modern England often fails to confront social inequalities thus casting the underprivileged in the position of Other to the law. Although

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- ceptions of face-to-face alterity and social injustice are alien to Chinese cultures.32 Many of the schools of thought in the West are given little aca- demic attention because they are conceived as having the least to offer in terms of material self-interest. Second, in relation to my analysis of intel- lectual narratives, Bernstein’s proposal discloses a catch-22 situation. If I apply justice to the Chinese context I have analysed, then I apply this concept without serious consideration of the particulars in Chinese civili- zation and culture; but, once I have made

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un- derground but pervasive link between law, literature and justice is explored in The Letter of the Law. A law without justice, it concludes, is a body without spirit, a dead letter, like those delivered by the office Melville’s Bartleby worked for. It should be added that the generic distinction between law and literature in- dicates perhaps a deeper division between drives of the psyche and aspects of community. One insists that the foundation of the social bond and the link be- tween individual and community can be rationally examined, understood and

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Boys will be an excellent resource for teachers, school administrators, college students, and pre-service teachers. It will be useful in cours- es in Latino/a studies in the United States, multicultural studies, race and education studies, social justice in education, race and gender studies, and social foundations in education. Juan A. Ríos Vega (Ph.D., University of North Caroli- na at Greensboro) is a 2014 Daniel Solórzano Mentoring Program Award recipient from the Critical Race Studies in Education Association. He was also a 2014 Graduate Research Award