Stephen May – författare

The prominence of ethnonational identities and movements is of increasing interest and concern. But the nature and importance of these identities remain ill understood. This title breaks significant ground by exploring the complex dimensions of ethnonational identity claims, their political mobilisation, and a wide variety of comparative contexts in which they are found. Including case studies from the Quebecois to the Maori and from Kashmiri nationalism to inter-ethnic competition in the Caribbean, it should be of interest to all those with an interest or involvement in the fields of ethnicity, nationalism and identity politics.

Drawing on the latest developments in bilingual and multilingual research, The Multilingual Turn offers a critique of, and alternative to, still-dominant monolingual theories, pedagogies and practices in SLA, TESOL, and bilingual education. Critics of the ‘monolingual bias’ argue that notions such as the idealized native speaker, and related concepts of interlanguage, language competence, and fossilization, have framed these fields inextricably in relation to monolingual speaker norms. In contrast, these critics advocate an approach that emphasizes the multiple competencies of bi/multilingual learners as the basis for successful language teaching and learning. This volume takes a big step forward in re-situating the issue of multilingualism more centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries – particularly, those between SLA, TESOL, and bilingual education. It addresses this issue head on, bringing together key international scholars in SLA, TESOL, and bilingual education to explore from cutting-edge interdisciplinary perspectives what a more critical multilingual perspective might mean for theory, pedagogy, and practice in each of these fields.

Drawing on the latest developments in bilingual and multilingual research, The Multilingual Turn offers a critique of, and alternative to, still-dominant monolingual theories, pedagogies and practices in SLA, TESOL, and bilingual education. Critics of the ‘monolingual bias’ argue that notions such as the idealized native speaker, and related concepts of interlanguage, language competence, and fossilization, have framed these fields inextricably in relation to monolingual speaker norms. In contrast, these critics advocate an approach that emphasizes the multiple competencies of bi/multilingual learners as the basis for successful language teaching and learning. This volume takes a big step forward in re-situating the issue of multilingualism more centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries – particularly, those between SLA, TESOL, and bilingual education. It addresses this issue head on, bringing together key international scholars in SLA, TESOL, and bilingual education to explore from cutting-edge interdisciplinary perspectives what a more critical multilingual perspective might mean for theory, pedagogy, and practice in each of these fields.

Critical multiculturalism has emerged over the last decade as a direct challenge to liberal or benevolent forms of multicultural education. By integrating and advancing various critical theoretical threads such as anti-racist education, critical race theory, and critical pedagogy, critical multiculturalism has offered a fuller analysis of oppression and institutionalization of unequal power relations in education. But what do these powerful theories really mean for classroom practice and specific disciplines? Edited by two leading authorities on multicultural education, Critical Multiculturalism: Theory and Praxis brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice. Providing both contextual background and curriculum specific subject coverage ranging from language arts and mathematics to science and technology, each chapter shows how critical multiculturalism relates to praxis. As a watershed in the further development of critical multicultural approaches to education, this timely collection will be required reading for all scholars, educators and practitioners of multicultural education.

Critical multiculturalism has emerged over the last decade as a direct challenge to liberal or benevolent forms of multicultural education. By integrating and advancing various critical theoretical threads such as anti-racist education, critical race theory, and critical pedagogy, critical multiculturalism has offered a fuller analysis of oppression and institutionalization of unequal power relations in education. But what do these powerful theories really mean for classroom practice and specific disciplines? Edited by two leading authorities on multicultural education, Critical Multiculturalism: Theory and Praxis brings together international scholars of critical multiculturalism to directly and illustratively address what a transformed critical multicultural approach to education might mean for teacher education and classroom practice. Providing both contextual background and curriculum specific subject coverage ranging from language arts and mathematics to science and technology, each chapter shows how critical multiculturalism relates to praxis. As a watershed in the further development of critical multicultural approaches to education, this timely collection will be required reading for all scholars, educators and practitioners of multicultural education.

This interdisciplinary collection addresses the position of minorities in democratic societies, with a particular focus on minority rights and recognition. For the first time, it brings together leading international authorities on ethnicity, nationalism and minority rights from both social and political theory, with the specific aim of fostering further debate between the disciplines. In their introduction, the editors explore the ways in which politics and sociology can complement each other in unravelling the many contradictory aspects of complex phenomena. Topics addressed include the constructed nature of ethnicity, its relation to class and to 'new racism', different forms of nationalism, self determination and indigenous politics, the politics of recognition versus the politics of redistribution, and the re-emergence of cosmopolitanism. This book is essential reading for all those involved in the study of ethnicity, nationalism and minority rights.

This interdisciplinary collection addresses the position of minorities in democratic societies, with a particular focus on minority rights and recognition. For the first time, it brings together leading international authorities on ethnicity, nationalism and minority rights from both social and political theory, with the specific aim of fostering further debate between the disciplines. In their introduction, the editors explore the ways in which politics and sociology can complement each other in unravelling the many contradictory aspects of complex phenomena. Topics addressed include the constructed nature of ethnicity, its relation to class and to 'new racism', different forms of nationalism, self determination and indigenous politics, the politics of recognition versus the politics of redistribution, and the re-emergence of cosmopolitanism. This book is essential reading for all those involved in the study of ethnicity, nationalism and minority rights.

This book aims to bring together two movements - multiculturalism and anti- racism - which, though having aims in common, have been at arms length in the past. Differences of emphasis have meant that classroom practice has been the natural realm of multiculturalism, while anti-racism has been dissatisfied with an approach that accentuates life-style at the expense of challenging or changing the racism that minority students experience. In these debates, there has been a concentration on culturally specific topics and this book goes beyond national boundaries to find how international concerns and contexts might provide answers to problems faced in single countries. Leading figures in the USA, Canada, South Africa, the UK and Australasia write on the issues.

This book aims to bring together two movements - multiculturalism and anti- racism - which, though having aims in common, have been at arms length in the past. Differences of emphasis have meant that classroom practice has been the natural realm of multiculturalism, while anti-racism has been dissatisfied with an approach that accentuates life-style at the expense of challenging or changing the racism that minority students experience. In these debates, there has been a concentration on culturally specific topics and this book goes beyond national boundaries to find how international concerns and contexts might provide answers to problems faced in single countries. Leading figures in the USA, Canada, South Africa, the UK and Australasia write on the issues.

The second edition addresses new theoretical and empirical developments since its initial publication, including the burgeoning influence of globalization and the relentless rise of English as the current world language. May’s broad position, however, remains largely unchanged. He argues that the causes of many of the language-based conflicts in the world today still lie with the nation-state and its preoccupation with establishing a 'common' language and culture via mass education. The solution, he suggests, is to rethink nation-states in more culturally and linguistically plural ways while avoiding, at the same time, essentializing the language-identity link. This edition, like the first, adopts a wide interdisciplinary framework, drawing on sociolinguistics, applied linguistics, sociology, political theory, education and law. It also includes new discussions of cosmopolitanism, globalization, the role of English, and language and mobility, highlighting the ongoing difficulties faced by minority language speakers in the world today.

The second edition addresses new theoretical and empirical developments since its initial publication, including the burgeoning influence of globalization and the relentless rise of English as the current world language. May’s broad position, however, remains largely unchanged. He argues that the causes of many of the language-based conflicts in the world today still lie with the nation-state and its preoccupation with establishing a 'common' language and culture via mass education. The solution, he suggests, is to rethink nation-states in more culturally and linguistically plural ways while avoiding, at the same time, essentializing the language-identity link. This edition, like the first, adopts a wide interdisciplinary framework, drawing on sociolinguistics, applied linguistics, sociology, political theory, education and law. It also includes new discussions of cosmopolitanism, globalization, the role of English, and language and mobility, highlighting the ongoing difficulties faced by minority language speakers in the world today.

This book draws together leading international scholars in applied linguistics, sociolinguistics, and language teacher education to explore language policy, teaching, and learning approaches that foreground the learning needs and changing identities of multilingual language learners.The edited collection asks and answers the question: How do we best mobilize learners’ multilingual identities in language policy, teaching, and learning? Through their reflections, illustrations of professional work, and research, contributors illuminate useful connections among language education policies, language learning and teaching, and the changing identities of multilingual language learners, along with their implications for teacher education and professional development.With a global focus on language policy and teaching, the book:examines the mobilization of multilingual language learner identities as central participants in the policy-learning-identity nexus – that is, who they are and who they becomebrings attention to disparities among planned language-in-education policies, their implementation, and their perceived and real outcomes in multiple geopolitical contextsreports on the (un)intended teaching and learning (and teacher education) practices at the micro level that stem from policy decisions made at the top-down meso/macro-levelssuggests implications for language teacher education programs and practicesThis text is essential for graduate students in applied linguistics, language teaching and learning; teacher educators working in language education institutions; as well as policy makers working in language and global education.

This book draws together leading international scholars in applied linguistics, sociolinguistics, and language teacher education to explore language policy, teaching, and learning approaches that foreground the learning needs and changing identities of multilingual language learners.The edited collection asks and answers the question: How do we best mobilize learners’ multilingual identities in language policy, teaching, and learning? Through their reflections, illustrations of professional work, and research, contributors illuminate useful connections among language education policies, language learning and teaching, and the changing identities of multilingual language learners, along with their implications for teacher education and professional development.With a global focus on language policy and teaching, the book:examines the mobilization of multilingual language learner identities as central participants in the policy-learning-identity nexus – that is, who they are and who they becomebrings attention to disparities among planned language-in-education policies, their implementation, and their perceived and real outcomes in multiple geopolitical contextsreports on the (un)intended teaching and learning (and teacher education) practices at the micro level that stem from policy decisions made at the top-down meso/macro-levelssuggests implications for language teacher education programs and practicesThis text is essential for graduate students in applied linguistics, language teaching and learning; teacher educators working in language education institutions; as well as policy makers working in language and global education.

In this book, Fitzpatrick and May make the case for a reimagined approach to critical ethnography in education. Working with an expansive understanding of critical, they argue that many researchers already do the kind of critical ethnography suggested in this book, whether they call their studies critical or not. Drawing on a wide range of educational studies, the authors demonstrate that a methodology that is lived, embodied, and personal—and fundamentally connected to notions of power—is essential to exploring and understanding the many social and political issues facing education today. By grounding studies in work that reimagines, troubles, and questions notions of power, injustice, inequity, and marginalization, such studies engage with the tenets of critical ethnography. Offering a wide-ranging and insightful commentary on the influences of critical ethnography over time, Fitzpatrick and May interrogate the ongoing theoretical developments, including poststructuralism, postcolonialism, and posthumanism. With extensive examples, excerpts, and personal discussions, the book thus repositions critical ethnography as an expansive, eclectic, and inclusive methodology that has a great deal to offer educational inquiries. Overviewing theoretical and methodological arguments, the book provides insight into issues of ethics and positionality as well as an in-depth focus on how ethnographic research illuminates such topics as racism, language, gender and sexuality in educational settings. It is essential reading for students, scholars, and researchers in qualitative inquiry, ethnography, educational anthropology, educational research methods, sociology of education, and philosophy of education.

In this book, Fitzpatrick and May make the case for a reimagined approach to critical ethnography in education. Working with an expansive understanding of critical, they argue that many researchers already do the kind of critical ethnography suggested in this book, whether they call their studies critical or not. Drawing on a wide range of educational studies, the authors demonstrate that a methodology that is lived, embodied, and personal—and fundamentally connected to notions of power—is essential to exploring and understanding the many social and political issues facing education today. By grounding studies in work that reimagines, troubles, and questions notions of power, injustice, inequity, and marginalization, such studies engage with the tenets of critical ethnography. Offering a wide-ranging and insightful commentary on the influences of critical ethnography over time, Fitzpatrick and May interrogate the ongoing theoretical developments, including poststructuralism, postcolonialism, and posthumanism. With extensive examples, excerpts, and personal discussions, the book thus repositions critical ethnography as an expansive, eclectic, and inclusive methodology that has a great deal to offer educational inquiries. Overviewing theoretical and methodological arguments, the book provides insight into issues of ethics and positionality as well as an in-depth focus on how ethnographic research illuminates such topics as racism, language, gender and sexuality in educational settings. It is essential reading for students, scholars, and researchers in qualitative inquiry, ethnography, educational anthropology, educational research methods, sociology of education, and philosophy of education.

Shortlisted for the 2012 COSTA Novel AwardBilly's Mum is dead. He knows - because he reads about it in magazines - that people die every day in ways that are more random and tragic and stupid than hers, but for nineteen-year-old Billy and his little brother, Oscar, their mother's death in a bungled street robbery is the most random and tragic and stupid thing that could possibly have happened to them.Now Billy must be both mother and father to Oscar, and despite what his well-meaning aunt, the PTA mothers, the social services and Oscar's own prodigal father all think, he knows he is more than up to the job, thank you very much.The boys' new world, where bedtimes are arbitrary, tidiness is optional and healthy home-cooked meals pile up uneaten in the freezer, is built out of chaos and fierce love, but it's also a world that teeters perilously on its axis. And as Billy's obsession with his mother's missing killer grows, he risks losing sight of the one thing that really matters...Funny, bittersweet and unforgettable, Life! Death! Prizes! is a story of grief, resilience and brotherly love.

What happens if you do actually find the pot of gold at the end of a rainbow?Nicky has always known Russell was rich, but he has no idea how astronomically rich Russell is until his friend drops dead, on his fiftieth birthday, with Nicky as the only witness. And now Nicky has come up with an uncharacteristically daring plan. If Nicky were to become Russell and leave his old life lying dead on the bathroom floor, he and his family could start again. But when the foundations of their glittering existence start to crack, the impact of his hasty decision begins to be felt by those around him: by Nicky’s distant father; by his daughter’s babysitter and her boyfriend, who harbour grand hopes of their own; by a young Englishwoman attempting to find her father; and by Catherine, an ex-soldier with a suspicious interest in Nicky’s movements…

The books in this bite-sized new series contain no complicated techniques or tricky materials, making them ideal for the busy, the time-pressured or the merely curious. Inspired Creative Writing is a short, simple and to-the-point guide to learning the basic principles of creative writing in a few short steps. Whether writing a novel, poetry, non-fiction or just experimenting, in just 96 pages you will discover how to master the essential principles and create captivating and memorable work.- Develop your writing skills- Unlock creativity - Generate ideas - Master genres - Find your voice - Get published

LEARN HOW TO GET STARTED IN CREATIVE WRITING AND WRITE WITH CONFIDENCE AND FLAIR.Get Started in Creative Writing will help writers at the very beginning of their creative journey to gain confidence and find inspiration, and then support you in the completion of your first pieces of creative writing - a short story, a poem, a draft of a novel or screenplay. Each chapter includes a central writing exercise and four shorter ones, while key quotes, key ideas and focus points will be clearly signposted and will summarise important concepts and advice. At the heart of each chapter is a 'Workshop'. The Workshop is a key exercise, in which you will gain a deeper insight into the craft of writing. In addition to coverage of all the key genres and their conventions, this new edition includes an expanded section on self- and digital publishing, to reflect recent advances in technology and the wide variety of digital platforms now available for the distribution of creative writing. There will be a section on the latest trend of creative journalling, and insight into how to tap the potential of the Internet to be the world's largest creative writing workshop.What are you waiting for? This book has all you need to get started!

This reference volume brings together the key academic contributions that have shaped the field of language rights over the last 40 years. Work in language rights is particularly concerned with the rights of minority language speakers in modern nation-states. It also encompasses related discussions on language endangerment, the maintenance of bilingualism and multilingualism, the role of education, and the impact of English as the current world language in an increasingly globalized world. As such, the field of language rights is also strongly interdisciplinary, drawing on work in language policy, sociolinguistics, political theory, law and education - all key disciplinary areas that are represented in this volume. It is also avowedly international, with discussion in this volume of contexts that span Europe, Africa, Asia, the Americas and Oceania/the Pacific region. The various contributions in this volume also address a range of linguistic minority groups, including Indigenous peoples, national minorities, and migrant groups. This volume is relevant to a wide range of students and scholars interested in issues of language endangerment, linguistic justice, language and citizenship, human rights, Indigenous studies, language education, bilingualism and multilingualism, and English as a world language.

LEARN HOW TO WRITE YOUR FIRST NOVEL WITH THIS COMPREHENSIVE GUIDE.This new edition of an acclaimed guide to writing a novel helps you if you are just at the very beginning of your writing journey, showing you how to gain confidence and find inspiration. A classic book that has supported thousands of authors over the years, it contains a wealth of information on how to structure, craft and develop your writing, how to edit and redraft, and how to take the first steps towards publication. Each chapter contains a long and several shorter writing exercises, while key quotes, ideas and focus points will be clearly signposted and will summarise important concepts and advice. At the heart of each chapter is the 'Workshop'. The Workshop is a key exercise, in which you will gain a deeper insight into the craft of writingThis new edition also includes an expanded section on self- and digital-publishing, to reflect recent advances in technology and practice.ABOUT THE SERIESThe Teach Yourself Creative Writing series helps aspiring authors tell their story. Covering a range of genres from science fiction and romantic novels, to illustrated children's books and comedy, this series is packed with advice, exercises and tips for unlocking creativity and improving your writing. And because we know how daunting the blank page can be, we set up the Just Write online community at tyjustwrite, for budding authors and successful writers to connect and share.

This beautiful gift is for writers at any stage, whether you're just starting out or know exactly what you want to write. It's a full writing course, packed with information, support, advice, ideas and tools to help you focus your writing and share it with the world. It includes a 6-month subscription to Writing Magazine and a beautiful notebook in which to record your thoughts and ideas on the go, or as you listen to the accompanying MP3 CD.Full of inspiring, creativity-boosting suggestions, you'll not only learn how to write with confidence but also discover how the publishing industry works, who does what, and how decisions are made. Discover the tips, tricks and insider secrets that will help you fine-tune your creative writing - and launch your publishing career.Includes: · Chris Sykes' Complete Creative Writing Course - the 368pp book · Complete Creative Writing Course - the audio accompaniment to the Complete Creative Writing Course book.· The Insider's Guide to Publishing - full of tips and insights (Features the key content from Teach Yourself's Get Your Book Published and Get Started in Self-Publishing)· Deluxe notebook for when inspiration strikes· 6-month subscription to Writing MagazineABOUT THE SERIESThe Teach Yourself Creative Writing series helps aspiring authors tell their stories. Covering a range of genres from science fiction and romantic novels to illustrated children's books and comedy, this series is packed with advice, exercises, and tips for unlocking creativity and improving your writing. And because we know how daunting the blank page can be, we set up the Just Write online community, at tyjustwrite.com, for budding authors and successful writers to connect and share.

This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The studies in this book, while centred primarily on the North American context, have wide international significance and interdisciplinary reach and address a range of educational contexts across K-12 education and less formal educational settings. They explore the racialized construction, positioning and experiences of bi/multilingual students, and the implications of this for educational policy, pedagogy and practice. The chapters draw on a range of critical theoretical perspectives, including CRT, LatCrit, Indigenous epistemologies and bilingual education; they also address significant methodological questions that arise when undertaking critical ethnographic work, including the key issues of positionality and critical reflexivity.

This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The studies in this book, while centred primarily on the North American context, have wide international significance and interdisciplinary reach and address a range of educational contexts across K-12 education and less formal educational settings. They explore the racialized construction, positioning and experiences of bi/multilingual students, and the implications of this for educational policy, pedagogy and practice. The chapters draw on a range of critical theoretical perspectives, including CRT, LatCrit, Indigenous epistemologies and bilingual education; they also address significant methodological questions that arise when undertaking critical ethnographic work, including the key issues of positionality and critical reflexivity.