This book discusses the politics of space and identity in the borderlands of northeastern India between the early 1800s and the 1930s. Critiquing contemporary post-colonial histories where this region emerges as fragments, this book sees these perspectives as continuing to be entrapped in a civilizational approach to history writing. Beginning in the pre-colonial period where it focuses on the negotiated character of state-formation during the Mughal imperium, the book then enters the space of the colonial where it looks at some of the early interventions of the East India Company. The analysis of markets as transmitters of authority highlights an important argument that the book makes. Peasantization and the introduction of the notion of the sedentary agriculturist as the productive subject also come up for a detailed discussion, along with economic change and property settlements, which are seen as important ways through which the institution of colonial legality got entrenched in the region. Underlining the interface between the political economy and practices of cultural studies, the book also explores the connections between speech, production of counter narratives of historical memory, political culture and economy, with a focus on the cultural production of a borderland identity that was marked by hyphenated existence between proto- 'Bengal' and proto- 'Assam'.

Covering two hundred years, this groundbreaking book brings together essays on borderlands by leading experts in the modern history of the Americas, Europe, Africa, Asia and Australia to offer the first historical study of borderlands with a global reach.

This book examines the relations between security, identity and collective memory, focusing on the dynamics of identity formation among the elites of Estonia, Latvia, Lithuania and Poland in relation to security and foreign policy in the post-Cold War era.

This book offers new insights into the current, highly complex border transitions taking place at the EU internal and external border areas, as well as globally. It focuses on new frontiers and intersections between borders, borderlands and resilience, developing new understandings of resilience through the prism of borders. The book provides new perspectives into how different groups of people and communities experience, adapt and resist the transitions and uncertainties of border closures and securitization in their everyday and professional lives. The book also provides new methodological guidelines for the study of borders and multi-sited bordering and resilience processes. The book bridges border studies and social scientific resilience research in new and innovative. It will be of interest to students and scholars in geography, political studies, international relations, security studies and anthropology.

This book explores the making of colonial Northeast India and offers a new perspective to the study of the Assamese identity in the nineteenth century as a distinctly nineteenth-century cultural phenomenon, not confined to linguistic parameters alone. It studies crucial markers of the self — history, customs, food, dress, new religious beliefs — and symbols considered desirable by the provincial middle class and the way these fitted in with the latter’s nationalist subjectivities in the face of an emphatic Bengali cultural nationalism. The author shows how colonialism was intrinsically linked to the assertion of middle class intelligentsia in the region and was instrumental in eroding the essential malleability of societal processes nurtured by the Ahom state. Rich with fresh research data, this book will be useful to scholars and researchers of history, political science, area studies, and to anyone interested in understanding Northeast India.

When non-Orthodox Jews become frum (religious), they encounter much more than dietary laws and Sabbath prohibitions. They find themselves in the midst of a whole new culture, involving matchmakers, homemade gefilte fish, and Yiddish-influenced grammar. Becoming Frum explains how these newcomers learn Orthodox language and culture through their interactions with community veterans and other newcomers. Some take on as much as they can as quickly as they can, going beyond the norms of those raised in the community. Others maintain aspects of their pre-Orthodox selves, yielding unique combinations, like Matisyahu’s reggae music or Hebrew words and sing-song intonation used with American slang, as in “mamish (really) keepin’ it real.” Sarah Bunin Benor brings insight into the phenomenon of adopting a new identity based on ethnographic and sociolinguistic research among men and women in an American Orthodox community. Her analysis is applicable to other situations of adult language socialization, such as students learning medical jargon or Canadians moving to Australia. Becoming Frum offers a scholarly and accessible look at the linguistic and cultural process of “becoming.”

This region - which marks the meeting of China and post-Soviet Central Asia - is increasingly important militarily, economically and geographically. Yet we know little of the people that live there, beyond a romanticised 'Silk Road' sense of fraternity. In fact, relations between the people of this region are tense, and border violence is escalating - even as the identity and nationality of the people on the ground shifts to meet their new geopolitical realities. As Steven Parham shows, many of the world's Soviet borders have proved to be deeply unstable and, in the end, impermanent. Meanwhile, the looming presence of Modern China and Russia, who are funneling money and military resources into the region - partly to fight what they see as a growing Islamic activism - are adding fuel to the fire. This lyrical, intelligent book functions as part travelogue, part sociological exploration, and is based on a unique body of research - five months trekking through the checkpoints of the border regions. As China continues to grow and become more assertive, as it has been recently in Africa and in the South China Seas - as well as in Xinjiang - China's borderlands have become a battleground between the Soviet past and the Chinese future.

Presents the key experiences of a diverse group of teachers and students in their journeys of becoming social justice educator/scholars. This innovative book is a collection of autoethnographies by a diverse group of contributors who describe and theorize about the critical moments in their development as social justice educator/scholars in the face of colonizing forces. Using a rhizomatic approach, the editors’ meta-analysis identifies patterns of similarity and differences and theorizes about the exercise of agency in resistance and identity formation. In our increasingly diverse society, Becoming Critical is a wonderful resource for teacher education and sociology of education as it presents an alternative methodological approach for qualitative inquiry. The book contributes to students’ understanding of the development of critical theories—especially as they pertain to identities. The contributors make use of the work of critical scholars such as Collins, hooks, Weber, Foucault, and others relevant to the lives of students and educators today.

Remaining and Becoming: Cultural Crosscurrents in an Hispano School deals with the politics of identity and the concept of boundaries during a time of rapid change. It investigates how the role of schooling for Hispanos in the Norteño School District (a pseudonym) in Northern New Mexico--a public school district, not fully consolidated until 1972--has changed significantly over the past three generations. Today, the Hispanos, a minority in the outside world but a majority in their own, are debating how the functions of the school should respond to the changes resulting from the coming of public education to their region. But the contemporary story of education in Norteño has much deeper roots in the political, religious, and cultural history of Northern New Mexico--a region where, over a period of several centuries, Spain, Mexico, and the United States each have claimed sovereignty, with differing goals for and attitudes about the welfare of the people. This study is an analysis of the ambiguity of education, the losses and gains that are its consequences, the lingering doubts about the past, and the questions about what future education can and should serve. It is about asking: Is what the students are learning worth as much as what they are forgetting? How does schooling affect the evolving process of asserting, renegotiating, and defending an Hispano identity? By exploring historical factors and ideologies of a particular school within a particular community, Roberts seeks to understand community expectations for the school as a fitting place for its children. The goal is not to generalize from the particular to the universal, but to join others in suggesting that we move away from discussing students in a generic sense and focus instead on looking at them in relation to the community in which they live. The fascinating and largely unknown story this book tells will be of interest to educators, researchers, and students across a range of fields, including sociology of education, educational anthropology, multicultural education, ethnic studies, Chicano studies, and qualitative research in education.