Boasting new extracts from major works in the field, as well as an impressive list of contributors, this second edition of a bestselling Reader is an invaluable introduction to the most seminal texts in post-colonial theory and criticism.

A rich, wide-ranging history of ignorance in all its forms, from antiquity to the present day A Seminary Coop Notable Book of 2023 “Ignorance: A Global History explores the myriad ways in which ‘not-knowing’ affects our lives, sometimes for good, sometimes for ill.”—Michael Dirda, Washington Post Throughout history, every age has thought of itself as more knowledgeable than the last. Renaissance humanists viewed the Middle Ages as an era of darkness, Enlightenment thinkers tried to sweep superstition away with reason, the modern welfare state sought to slay the “giant” of ignorance, and in today’s hyperconnected world seemingly limitless information is available on demand. But what about the knowledge lost over the centuries? Are we really any less ignorant than our ancestors? In this highly original account, Peter Burke examines the long history of humanity’s ignorance across religion and science, war and politics, business and catastrophes. Burke reveals remarkable stories of the many forms of ignorance—genuine or feigned, conscious and unconscious—from the willful politicians who redrew Europe’s borders in 1919 to the politics of whistleblowing and climate change denial. The result is a lively exploration of human knowledge across the ages, and the importance of recognizing its limits.

In the past few decades, the narrow intellectual foundations of the university have come under serious scrutiny. Previously marginalized groups have called for improved access to the institution and full inclusion in the curriculum. Reshaping the University is a timely, thorough, and original interrogation of academic practices. It moves beyond current analyses of cultural conflicts and discrimination in academic institutions to provide an indigenous postcolonial critique of the modern university. Rauna Kuokkanen argues that attempts by universities to be inclusive are unsuccessful because they do not embrace indigenous worldviews. Programs established to act as bridges between mainstream and indigenous cultures ignore their ontological and epistemic differences and, while offering support and assistance, place the responsibility of adapting wholly on the student. Indigenous students and staff are expected to leave behind their cultural perspectives and epistemes in order to adopt Western values. Reshaping the University advocates a radical shift in the approach to cultural conflicts within the academy and proposes a new logic, grounded in principles central to indigenous philosophies.

This Companion addresses the contemporary transformation of critical and cultural theory, with special emphasis on the way debates in the field have changed in recent decades. Features original essays from an international team of cultural theorists which offer fresh and compelling perspectives and sketch out exciting new areas of theoretical inquiry Thoughtfully organized into two sections – lineages and problematics – that facilitate its use both by students new to the field and advanced scholars and researchers Explains key schools and movements clearly and succinctly, situating them in relation to broader developments in culture, society, and politics Tackles issues that have shaped and energized the field since the Second World War, with discussion of familiar and under-theorized topics related to living and laboring, being and knowing, and agency and belonging

Contributors examine white feminist theology's misappropriations of Native North American women, Chinese footbinding, and veiling by Muslim women, as well as the Jewish emancipation in France, the symbolic dismemberment of black women by rap and sermons, and the potential to rewrite and reclaim canonical stories.

This book articulates a bold, new, systematic theory of psychology, culture, and their interrelation. It explains how macro cultural factors -- social institutions, cultural artifacts, and cultural concepts -- are the cornerstones of society and how they form the origins and characteristics of psychological phenomena. This theory is used to explain the diversity of psychological phenomena such as emotions, self, intelligence, sexuality, memory, reasoning, perception, developmental processes, and mental illness. Ratner draws upon Lev Vygotsky's sociocultural psychology, Bronfenbrenner's ecological psychology, as well as work in sociology, anthropology, history, and geography, to explore the political implications and assumptions of psychological theories regarding social policy and reform.The theory outlined here addresses current theoretical and political issues such as agency, realism, objectivity, subjectivism, structuralism, postmodernism, and multiculturalism. In this sense, the book articulates a systematic political philosophy of mind to examine numerous approaches to psychology, including indigenous psychology, cross-cultural psychology, activity theory, discourse analysis, mainstream psychology, and evolutionary psychology.

The Routledge Handbook of Critical Kashmir Studies presents emerging critical knowledge frameworks and perspectives that foreground situated histories and resistance practices to challenge colonial and postcolonial forms of governance and state building. It politicizes discourses of nationalism, patriotism, democracy, and liberalism, and it questions how these dominant globalist imaginaries and discourses serve institutionalized power, create hegemony, and normalize domination. In doing so, the handbook situates Critical Kashmir Studies scholarship within global scholarly conversations on nationalism, sovereignty, indigenous movements, human rights, and international law. The handbook is organized into the following five parts: Territories, Homelands, Borders Militarism, Humanism, Occupation Memories, Futures, Imaginations Religion, History, Politics Armed Conflict, Global War, Transnational Solidarities A comprehensive reference work documenting and consolidating the growing Critical Kashmir Studies scholarship, this handbook will be of interest to scholars of anthropology, political science, cultural studies, legal and sociolegal studies, sociology, history, critical Indigenous studies, settler colonial studies, and feminist studies.

The work explores the representation of socio cultural margins of caste and gender in Indian contexts in works of fiction written in various Indian languages in the twentieth century, taking representative samples from Hindi/Urdu, Bengali, Kannada, Malayalam and English. The focus of enquiry is the narrativization of these important cultural and political questions in representative texts of fiction. What are the socio political and cultural implications and underpinnings of the representation of marginalization in the medium and genre of fiction, what could be the politics, ethics and aesthetics of such narrating, how far such representations are subversive or consensual/complicit, what are the limitations and pitfalls of such intervening radicalism in fictional narration all these questions are taken up in detail in the analyses. In the greater sense this study is also a critique of modernity and its discontents as it analyses the dialectics of modernity, its radical as well as reactionary aspects. A problematic premise of contextualizing the text and textualizing the context would also be prominent in the attempt. Fictional texts from five Indian languages including English (two texts from each language ) are incorporated in the study to ensure regional and linguistic representation within the limits of the availability of works in translation. Questions of class analytical perspectives in the context of Brahmanic patriarchy are explicated and critiqued. The need for a subaltern hermeneutics and the urgency of epistemological democratization are also discussed as a political and emancipatory outcome of the study. Both the formal as well as thematic concerns of the novel in the Indian languages are found to be shaped and determined by the material realities and associated attitudes and worldviews of caste and gender hierarchy emanating from internal imperialism. Though the ten texts chosen attempt intense critique of the gender question, the more profound and specific cultural question of caste evades comprehension and critical understanding. Caste often escapes as the un-representable in narration as it is in conversion.

This book takes up a question that has rarely been raised in the field of management: 'Could modern Western colonialism have important implications for the practices and theories that inform management and organizations?' Employing the frameworks of postcolonial theory, an international group of scholars addresse this question, and offer remarkable insights about the implications of the colonial encounter for management. Wide-ranging in scope, the book covers major topics like cross-cultural management, control and resistance, corporate culture, the discourse of exoticization in museums and tourism, and stakeholder issues, and sheds new light on the troubling legacy of colonialism. Scholars and practitioners searching for a new idiom of management will find this book's critique of contemporary management invaluable.

Despite the existence of a robust literature reviewed throughout this text which critiques salvationist models of international Service Learning (ISL), including literature that advocates deeply reciprocal relationships between global northern sending organizations and global southern host organizations, neocolonial models of ISL remain the dominant practice. The authors pose an ISL model that puts north/south reciprocity at the entre of ISL planning and implementation – based on their research and engagement in multiple ISL experiences and, importantly, from the input of representatives of global southern host organizations at a south-south gathering (encuentro). This constitutes a rupture with the current model that views the host village as an extension of a group leader’s classroom; rather, it makes the host community a space for difficult learning based on what hosts want their visitors to take home. The interruptions of ISL travel represented by COVID constituted an opportunity to consider alternative models; despite the awareness of environmental impacts of travel, it is likely that ISL trips will resume. It is, therefore, increasingly important that the ISL experience becomes a means of generating solidarity rather than the reinforcement of neocolonial “helping imperatives” associated with the traditional model.