Jo Lampert – författare

In this pioneering and timely book, Lampert examines the ways in which cultural identities are constructed within young adult and children’s literature about the attacks of September 11, 2001. Looking at examples including picture books, young adult novels, and a selection of DC Comics, Lampert finds the co-mingling of xenophobia and tolerance, the binaried competition between good and evil and global harmony and national insularity, and the glorification of both the commonplace hero and the super-human. Specifically, Lampert identifies three significant identity categories encoded in 9/11 books for children--ethnic identities, national identities, and heroic identities--arguing that their formation is contingent upon post-9/11 politics. These shifting identities offer implicit and explicit accounts of what constitute good citizenship, loyalty to nation and community, and desirable attributes in a Western post-9/11 context.

Lampert makes an original contribution to the field of children’s literature by providing a focused and sustained analysis of how texts for children about 9/11 contribute to formations of identity in these complex times of cultural unease and global unrest.

In this pioneering and timely book, Lampert examines the ways in which cultural identities are constructed within young adult and children’s literature about the attacks of September 11, 2001. Looking at examples including picture books, young adult novels, and a selection of DC Comics, Lampert finds the co-mingling of xenophobia and tolerance, the binaried competition between good and evil and global harmony and national insularity, and the glorification of both the commonplace hero and the super-human. Specifically, Lampert identifies three significant identity categories encoded in 9/11 books for children--ethnic identities, national identities, and heroic identities--arguing that their formation is contingent upon post-9/11 politics. These shifting identities offer implicit and explicit accounts of what constitute good citizenship, loyalty to nation and community, and desirable attributes in a Western post-9/11 context.

Lampert makes an original contribution to the field of children’s literature by providing a focused and sustained analysis of how texts for children about 9/11 contribute to formations of identity in these complex times of cultural unease and global unrest.

Introductory Indigenous Studies in Education: Reflection and the importance of knowing is written specifically for university students in critical Indigenous studies programs. This 2nd edition takes into account relevant recent developments and includes revised versions of some of the previous chapters and some new chapters.

This book intends to add to conversations about the place of Indigenous peoples in Australian society as a means of exploring Australian society itself. The issues considered about the representations of Indigenous peoples, our knowledge and the multi-dimensionality of our intersected history are relevant to a much broader societal context.

The text does more than provide 'information'. Rather, it seeks to explore the conflict, compromise and negotiation that can emerge when previously disconnected ways of knowing ourselves are re-fashioned within a space where the 'stories' of Indigenous peoples are given authority where previously they were absent.

As such, this book is concerned with persuading pre-service teachers to develop their own ideas of what Indigenous studies means to their work, and to consider their role as teachers in this context.