Political progressives in Canada and the United States are deeply concerned by the manner in which their countries treat their poor. They are dismayed at the dismantling of the social welfare state, the weakening of public education systems and the grotesque and ever-growing inequality of wealth. To remedy this problem, citizens need to be more aware of how political ideology influences attitudes and actions, and they need to better comprehend the effects of hegemonic discourses in the corporate media and school curriculum. This book informs educators how to develop context-specific pedagogy that will help achieve a more enlightened citizenry and, as a result, a stronger democracy. Teaching about Hegemony: Race, Class and Democracy in the 21st Century promotes a progressive agenda for teaching that is rooted in critical pedagogy, it explains why ideological critique is necessary in raising political consciousness, it deconstructs white, middle-class hegemony in the formal school curriculum, and it examines corporate media and school curriculum as hegemonic devices. It also covers recent theory and research about race, class and democracy and how best to teach about these topics. Combining theory and sociological research with pedagogical approaches and classroom narratives, this book is fundamental for progressive educators interested in developing a politically conscious, progressive and active citizenry hungry for a stronger civil society.

Based in a holistic exposition and appraisal of Gramsci’s writings that are of relevance to education in neoliberal times, this book--rather than simply applying Gramsci's theories to issues in education--argues that education constitutes the leitmotif of his entire oeuvre and lies at the heart of his conceptualization of the ancient Greek term hegemony that was used by other political theorists before him. Starting from this understanding, the book goes on to compare Gramsci's theories with those of later thinkers in the development of a critical pedagogy that can confront neoliberalism in all its forms.

Multiculturalism and multicultural education are at a paradoxical moment. There is work that continues as if the multicultural hegemony was still intact and on the other hand work articulated as if multiculturalism was decidedly passe. The essays in this collection will be of considerable interest to academics, policy makers and students of both multiculturalism and multicultural education principally because they touch on both perspectives but concentrate for the most part on the thorny problematic of the workings of multicultural education in its present precarious moment. Given the renewed, urgent attacks in various western countries, the cottage industry of “death of multiculturalism” texts and the rise of the interculturalism, transnationalism, diaspora alternatives, is multiculturalism dying? Are the ends of multiculturalism- the management or celebration of diversity; representation and recognition for all in society; creation of just and equitable communities at the global, national and local school classroom levels- better theorized and realized through the ascendant alternatives? Representing the precarious moment in Canada, Ireland, Australia, the United States and the United Kingdom, the essays in this collection address these questions and both depict and trouble hegemonic multicultural education and contrast it with its supposed successor regimes.

Any social and political arrangement depends on acceptance. If a substantial part of a people does not accept the authority of its rulers, then those can only remain in power by means of force, and even that use of force needs to be accepted to be effective. Gramsci called this acceptance of the socio-political status quo "hegemony." Every stable state relies primarily on hegemony as a source of control. Hegemony works through the dissemination of values and beliefs that create acceptance and that serve the interests of the state and/or the ruling elite (the "hegemones"). Hegemony is most efficient if it remains invisible. A key hegemonic belief is the idea that there is no alternative to the current socio-political status quo or that the way things are is "natural." The current hegemony - that is, the set of values and beliefs that bolster the current socio-political status quo - is a hegemony of psychopathy: it promotes "cultural psychopathy" and destroys empathy and compassion, thus threatening everything that makes us human. The hegemony of psychopathy is responsible for massive human suffering. It must be fought and replaced with a counter-hegemonic set of values and beliefs that promote compassion and care. Fighting hegemony requires fighting the "pillars" that support it. Most important among these are the mass media and culture industry, and mainstream economics. The former is responsible for a continuous stream of hegemonic propaganda; the latter - among others - for providing a pseudo-scientific justification for the false belief that there is no alternative. The Hegemony of Psychopathy concludes with some considerations on tactics and strategy in the struggle against the hegemony of psychopathy, but does not - and cannot - offer any concrete advice. The Hegemony of Psychopathy is a publication of Brainstorm Books, a collaboration between Punctum Books and the Literature & the Mind specialization at the University of California, Santa Barbara.

This book critically examines the European Union’s “Unity in Diversity” mantra with regard to language. It uses a theoretical framework based on hegemony both as a system and as a relationship. Operating within sociolinguistics, the book replaces the notion of ideology in poststructuralist thought with that of hegemony. The authors argue that forging unity across language communities contradicts the tenets of classical liberal theory. Global neo-liberalism influences this orthodoxy, shifting the parameters of power and political control. Over nine chapters, the authors cover topics such as globalization and social change, justice, governance and education. The book will be of interest to sociolinguists, political scientists, sociologists, as well as scholars of language and globalization and European studies.

This volume investigates ideological and hegemonic practices in globally and locally written English as a Foreign Language (EFL) textbooks, and explores whether these textbooks reflect the values, beliefs and norms of the native-speaker society by examining their ideological components and the hegemonic practices by means of which the source society or state seeks to influence learners of the language. It also attempts to clarify EFL teachers’ and students’ views on the underlying ideology and hegemonic practices in globally and locally written EFL textbooks. Studies on the relationship between ideology, hegemony and textbooks in applied linguistics have become more prevalent in recent decades, as the emergence of critical theory, critical pedagogy, and critical thinking skills from the 1920s onwards has led scholars to adopt a more critical perspective towards EFL textbooks, especially with regard to elements of ideology and hegemony. These two terms encompass a plethora of components, ranging from nationalism to religion. At the same time, the importance of metanarratives originating from the tenets of modernism has declined from the 1960s onwards, the assumption being that the world has entered a new age called postmodernism and post-structuralism that emphasizes the role of individuals and rejects efforts to reinforce post-colonialism, the effects of which can be seen in EFL textbooks. Accordingly, taking the elements of ideology and hegemony into account remains a vital aspect in the analysis of EFL textbooks.

For many marginalized countries across the Middle East and North Africa, globalization is heralded as a way to address educational, political, and social challenges. Yet in response to this globalization, nations are faced with reform choices that do not necessarily respond to local needs. And in the end, globalization is often code for westernization, where countries are forced to abandon their own unique cultures for a Western social, economic, educational, and political hegemony. Hegemony in a Globalized World examines the types of hegemony and its effects by addressing political, social, and educational ramifications. It scrutinizes the political, educational, and social history of the Kingdom of Saudi Arabia and uses the kingdom as an example for the region because of its political influence on the region. The author engages in a critical analysis of globalization and the tools thereof to highlight the advantages and disadvantages of globalization to marginalized countries, focusing on the spread of the English language in marginalized communities and the status of the Arabic language in both lexical and mental dimensions. Why are globalization and westernization virtually synonymous when it comes to reform in the Middle East and North Africa? Why do we trust the West and dismiss the Rest? And will the Rest ever be independent to decide for itself? To answer these questions, it takes highlighting the power of hegemony that marginalized people specifically adhere to, consciously or unconsciously.

Building on recent changes and debates surrounding the use of observation, this fully updated second edition of Classroom Observation explores the role of lesson observation in the preparation, assessment and professional learning of teachers, lecturers and educators at all levels and across all educational organisations. Offering practical guidance and detailed insights on an aspect of training that is a source of anxiety for many teachers, this thought-provoking book offers a critical analysis of the place, role and nature of lesson observation in the lives of education professionals. Updated to incorporate the latest research, policy and practical developments on observation, this new edition also includes greater coverage of research and developments in the field of observation beyond the UK. Enabling readers to use observation as a lens for understanding, informing and improving teaching and learning, and equipping them with structured frameworks for applying observation, this book includes sections on: Teacher autonomy and professional identity Performance management, professional standards and accountability Peer observation, self-observation and critical reflection Educational assessment and evaluation Peer-based models of observation Using digital technology to inform learning. Written for all student and practising teachers as well as teacher educators and those engaged in educational research, Classroom Observation is an essential introduction to how we observe, why we observe, and how it can be best used to improve teaching and learning.

Hegemony and Language Policies in Southern Africa argues that language policy - whether formal or informal, micro or macro - has always been the centrepiece of identity imaginings, struggles for political emancipation, and quests for cultural affirmation and economic advancement in the colonial and postcolonial histories of African nations. This book addresses questions on the social and political history of language policies, focusing on their significance for ethnic, immigrant and social groups, as well as for various political projects in southern Africa, as they have unfolded from the late.

Language has emerged as both a powerful bridge and a formidable barrier in the realm of public health communication. The ongoing COVID-19 pandemic has highlighted a significant challenge faced by minority and indigenous communities, particularly in regions of Sub-Saharan Africa. It's a challenge deeply rooted in the historical use of colonial languages—English, French, and Spanish—to disseminate critical health information. For many, this has translated into a linguistic exclusion, depriving them of access to essential resources and a voice in matters of national interest. This issue transcends mere communication; it touches upon the fundamental rights of individuals to participate in their own healthcare decisions and influences their sense of belonging and citizenship. Public Health Communication Challenges to Minority and Indigenous Communities proposes a solution with a transformative potential. This groundbreaking edited volume invites scholars from diverse fields to contribute their research, shedding light on the linguistic dimensions of public health communication during the COVID-19 era. By investigating the impact of language on various aspects of society, from medical information to education, this book seeks to synthesize the wealth of sociolinguistic research into an accessible framework. It's an invitation to explore the role of language in shaping our perceptions of citizenship, belonging, and empowerment.