Christian Karner – författare

Pictures of Angela Merkel in a Nazi uniform, the burning of German flags, newspaper articles portraying Southern Europe as work-shy and Northern Europe as tight-fisted: The Eurozone crisis has thrown up old stereotypes; often digging into well-established historical images of ‘the other’. The conscious or tacit (ab)use of national prejudices by politicians and parts of the media, and the strong emotional reactions among European citizens have caused a lot of public concern about the likely negative implications of such reawakening of national clichés and the newly hardening boundaries they construct for the process of European integration. It is evident that current and recent crises confront European citizens with profound dilemmas which they seek to make sense of, and in response to which much new political mobilisation takes place. At the same time, some of the interpretative and political reactions thus generated also have the potential to become very destructive processes, putting into question years of integration efforts. This book brings together scholars who examine the nexus between (economic) crisis, national identities and the use of historical images, and prejudices and stereotypes, by focusing particularly on media and political discourses in different European countries. In addition to detailed empirical discussions covering diverse national settings across Europe, the different contributions discuss and offer a variety of conceptual and methodological approaches within the inter-disciplinary study of national identities, prejudice and stereotyping in the context of socio-economic and political crises. This book was originally published as a Special Issue of National Identities.

Pictures of Angela Merkel in a Nazi uniform, the burning of German flags, newspaper articles portraying Southern Europe as work-shy and Northern Europe as tight-fisted: The Eurozone crisis has thrown up old stereotypes; often digging into well-established historical images of ‘the other’. The conscious or tacit (ab)use of national prejudices by politicians and parts of the media, and the strong emotional reactions among European citizens have caused a lot of public concern about the likely negative implications of such reawakening of national clichés and the newly hardening boundaries they construct for the process of European integration. It is evident that current and recent crises confront European citizens with profound dilemmas which they seek to make sense of, and in response to which much new political mobilisation takes place. At the same time, some of the interpretative and political reactions thus generated also have the potential to become very destructive processes, putting into question years of integration efforts. This book brings together scholars who examine the nexus between (economic) crisis, national identities and the use of historical images, and prejudices and stereotypes, by focusing particularly on media and political discourses in different European countries. In addition to detailed empirical discussions covering diverse national settings across Europe, the different contributions discuss and offer a variety of conceptual and methodological approaches within the inter-disciplinary study of national identities, prejudice and stereotyping in the context of socio-economic and political crises. This book was originally published as a Special Issue of National Identities.

Mixing theories of the everyday with a wide range of case studies, this book explains the ''character'' of ethnicity, from being a political tool of exclusion, to a source of meaning and solidarity, and the relationship between culture, power and identity.

Combining theories of the everyday with empirical case studies, this book examines:

This book addresses many important questions through a critical application of theories of the everyday to a series of case studies that include travellers, the South Asian diaspora, contemporary Austria, and asylum seekers in ''Fortress Europe''.

This book provides an accessible and coherent introduction to the sociology of ethnicity and will be essential reading for undergraduate students on cultural studies, race and ethnic studies, and sociology courses.

Mixing theories of the everyday with a wide range of case studies, this book explains the ''character'' of ethnicity, from being a political tool of exclusion, to a source of meaning and solidarity, and the relationship between culture, power and identity.

Combining theories of the everyday with empirical case studies, this book examines:

This book addresses many important questions through a critical application of theories of the everyday to a series of case studies that include travellers, the South Asian diaspora, contemporary Austria, and asylum seekers in ''Fortress Europe''.

This book provides an accessible and coherent introduction to the sociology of ethnicity and will be essential reading for undergraduate students on cultural studies, race and ethnic studies, and sociology courses.

Bringing together contributions from an international group of social scientists, this collection examines diverse crises, both historical and contemporary, which implicate market forces, widening inequalities, social exclusion, forms of resistance, and ideological polarisation. The Commonalities of Global Crises offers carefully researched case studies which stretch across large geographical distances- from Egypt to the US and from northern, central, eastern and southern Europe to South America- and covers timely issues including human rights, slavery, care, migration, racism, and the far right. The volume demonstrates that such different settings and diverse concerns are characterized by a common tension in which the crises that unfold around pressures of widening marketization and commodification are met by the (re)building or re-assertion of various communities, and competing politics of solidarity and nostalgia.

Decades after the previously unimaginable horrors of the Nazi extermination camps and the dropping of nuclear bombs on Hiroshima and Nagasaki, their memories remain part of our lives. In academic and human terms, preserving awareness of this past is an ethical imperative. This volume concerns narratives about—and allusions to—World War II across contemporary Europe, and explains why contemporary Europeans continue to be drawn to it as a template of comparison, interpretation, even prediction.

This volume adds a distinctly interdisciplinary approach to the trajectories of recent academic inquiries. Historians, sociologists, anthropologists, linguists, political scientists, and area study specialists contribute wide-ranging theoretical paradigms, disciplinary frameworks, and methodological approaches.

The volume focuses on how, where, and to what effect World War II has been remembered. The editors discuss how World War II in particular continues to be a point of reference across the political spectrum and not only in Europe. It will be of interest for those interested in popular culture, World War II history, and national identity studies.

Decades after the previously unimaginable horrors of the Nazi extermination camps and the dropping of nuclear bombs on Hiroshima and Nagasaki, their memories remain part of our lives. In academic and human terms, preserving awareness of this past is an ethical imperative. This volume concerns narratives about—and allusions to—World War II across contemporary Europe, and explains why contemporary Europeans continue to be drawn to it as a template of comparison, interpretation, even prediction.

This volume adds a distinctly interdisciplinary approach to the trajectories of recent academic inquiries. Historians, sociologists, anthropologists, linguists, political scientists, and area study specialists contribute wide-ranging theoretical paradigms, disciplinary frameworks, and methodological approaches.

The volume focuses on how, where, and to what effect World War II has been remembered. The editors discuss how World War II in particular continues to be a point of reference across the political spectrum and not only in Europe. It will be of interest for those interested in popular culture, World War II history, and national identity studies.

Americans worry continually about their schools with frequent discussions of the "crisis" in American education, of the "failures" of the public school systems, and of the inability of schools to meet the current challenges of contemporary life. Such concerns date back at least to the nineteenth century. A thread that weaves its way through the critiques of American elementary and secondary schools is that the educational system is not serving its children well, that more should be done to enhance achievement and higher performance. These critiques first began when the United States was industrializing and were later amplified when the Soviets and Japan were thought to be grinding down the competitive position of America. At the start of the twenty-first century, as we discuss globalization and maintaining our leadership position in the world economy, they are being heard again.

The Urban School: A Factory for Failure challenges these assumptions about American education. Indeed, a basic premise of the book is that the American school system is working quite well-doing exactly what is expected of it. To wit, that the schools in the United States affirm, reflect, and reinforce the social inequalities that exist in the social structures of the society. Stated differently, the schools are not great engines for equalizing the existing social inequalities. Rather, they work to reinforce the social class differences that we have had in the past and continue to have in more pronounced ways at present.

Rist uses both sociological and anthropological methods to examine life in one segregated African-American school in the mid-western United States. A classroom of some thirty children were followed from their first day of kindergarten through the second grade. Detailed accounts of the day-by-day process of sorting, stratifying, and separating the children by social class backgrounds demonstrates the means of ensuring that both the poor and middle-class students soon learned their appropriate place in the social hierarchy of the school. Instructional time, discipline, and teacher attention all varied by social class of the students, with those at the bottom of the ladder consistently receiving few positive rewards and many negative sanctions.

When The Urban School was first published in 1973, the National School Boards Association called it one of the ten most influential books on American education for the year. It remains essential reading for educators, sociologists, and economists.

Americans worry continually about their schools with frequent discussions of the "crisis" in American education, of the "failures" of the public school systems, and of the inability of schools to meet the current challenges of contemporary life. Such concerns date back at least to the nineteenth century. A thread that weaves its way through the critiques of American elementary and secondary schools is that the educational system is not serving its children well, that more should be done to enhance achievement and higher performance. These critiques first began when the United States was industrializing and were later amplified when the Soviets and Japan were thought to be grinding down the competitive position of America. At the start of the twenty-first century, as we discuss globalization and maintaining our leadership position in the world economy, they are being heard again.

The Urban School: A Factory for Failure challenges these assumptions about American education. Indeed, a basic premise of the book is that the American school system is working quite well-doing exactly what is expected of it. To wit, that the schools in the United States affirm, reflect, and reinforce the social inequalities that exist in the social structures of the society. Stated differently, the schools are not great engines for equalizing the existing social inequalities. Rather, they work to reinforce the social class differences that we have had in the past and continue to have in more pronounced ways at present.

Rist uses both sociological and anthropological methods to examine life in one segregated African-American school in the mid-western United States. A classroom of some thirty children were followed from their first day of kindergarten through the second grade. Detailed accounts of the day-by-day process of sorting, stratifying, and separating the children by social class backgrounds demonstrates the means of ensuring that both the poor and middle-class students soon learned their appropriate place in the social hierarchy of the school. Instructional time, discipline, and teacher attention all varied by social class of the students, with those at the bottom of the ladder consistently receiving few positive rewards and many negative sanctions.

When The Urban School was first published in 1973, the National School Boards Association called it one of the ten most influential books on American education for the year. It remains essential reading for educators, sociologists, and economists.