George C. Bond – författare

Social Construction of the Past examines how mainstream scholarship constructs the past and, in creating a people's cultural history, appropriates it and turns it into a form of domination by one group over another.Acknowledgements of the intellectual and scholarly contribution of subjugated peoples such as women, minorities, and workers has led to a critical review of the established bodies of knowledge. Social Construction of the Past looks at the way 'postcolonial' scholars redefine the nature of scholarship, and themselves, in order to develop a more egalitarian discourse. It probes the nature of the relationship of labour, race and gender to power and class. The chapters cover a broad range of topics, from the role of intellectuals in restructuring a non-apartheid South Africa, to Haitian working-class women using sexuality to resist domination.Social Construction of the Past is essential reading for academics and students from a whole range of different social and intellectual backgrounds, including anthropology, archaeology, history, comparative literature, political science and sociology.

This book examines the social cost of linguistic exceptionalism for the education of speakers of nondominant/subordinated languages in Africa and the African diaspora. The contributors take the languages of Africa, the Caribbean, and the US as cases in point to illustrate the effects of exceptionalist beliefs that these languages are inadequate for instructional purposes. They describe contravening movements toward various forms of linguistic diversity both inside and outside of school settings across these regions. Different theoretical lenses and a range of empirical data are brought to bear on investigating the role of these languages in educational policies and practices. Collectively, the chapters in this volume make the case for a comprehensive language awareness to remedy the myths of linguistic exceptionalism and to advance the affirmative dimensions of linguistic diversity.

This book examines the social cost of linguistic exceptionalism for the education of speakers of nondominant/subordinated languages in Africa and the African diaspora. The contributors take the languages of Africa, the Caribbean, and the US as cases in point to illustrate the effects of exceptionalist beliefs that these languages are inadequate for instructional purposes. They describe contravening movements toward various forms of linguistic diversity both inside and outside of school settings across these regions. Different theoretical lenses and a range of empirical data are brought to bear on investigating the role of these languages in educational policies and practices. Collectively, the chapters in this volume make the case for a comprehensive language awareness to remedy the myths of linguistic exceptionalism and to advance the affirmative dimensions of linguistic diversity.