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1. Indigenous Ownership and the Emergence of U.S. Liberal Imperialism (EJ799699)
Author(s):
Konkle, Maureen
Source:
American Indian Quarterly, v32 n3 p297-323 Sum 2008
Pub Date:
2008-00-00
Pub Type(s):
Journal Articles; Opinion Papers
Peer-Reviewed:
Yes
Descriptors: Indigenous Populations; Ownership; Conflict; Ideology; Foreign Policy; United States History; Political Influences; American Indians; Federal Indian Relationship
Abstract: Scholars have remarked upon the powerful--and frustrating, for analysis--abstractions of U.S. imperialism. The idea of empire itself is completely naturalized (thus the way of life) but also utterly depoliticized (thus the difficulty of recognizing it as a historical process comparable to others). By the 1830s the nation itself was understood as the site of an abstract world-historical conflict between savagery and civilization, a conflict in which civilization must and would prevail because God willed it and the continent required it. The conflict with indigenous people produced an imperial ideology that required a significant degree of abstraction because of the nature of relations with indigenous people. To make alliances, establish boundaries, and acquire land, Europeans made legal agreements, including treaties, that recognized indigenous ownership of land and therefore of political autonomy. When indigenous nations resisted selling land, recognition became a problem for expansionists, who then needed to neutralize indigenous ownership but in such a way that it could be reconciled with the dominant political ideology. To do this they turned to an emerging narrative of a world-historical conflict between civilization and savagery in the United States itself in which indigenous people, as savage hunters, by definition couldn't own property and therefore didn't form governments. The purpose of this essay is to show that the construct of "savagism and civilization" in U.S. culture has a political context--the necessity of denying the principle of indigenous ownership--and a political effect--the positing of an imperial ideology, the primary claim of which was that imperialism didn't exist as a historical process but was rather the unfolding of God's will. (Contains 57 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. The Linguistic Imperialism of Neoliberal Empire (EJ811182)
Phillipson, Robert
Critical Inquiry in Language Studies, v5 n1 p1-43 Jan 2008
2008-01-00
Journal Articles; Reports - Descriptive
Descriptors: Policy Formation; Language Planning; Linguistics; Multilingualism; Language Role; Global Approach; Foreign Countries; Foreign Policy; Civil Rights; English (Second Language); Language Variation; Competition; Business; Social Systems; Political Influences
Abstract: The article explores the transition from the linguistic imperialism of the colonial and postcolonial ages to the increasingly dominant role of English as a neoimperial language. It analyzes "global" English as a key dimension of the U.S. empire. U.S. expansionism is a fundamental principle of the foreign policy of the United States that can be traced back over two centuries. Linguistic imperialism and neoimperialism are exemplified at the micro and macro levels, and some key defining traits explored, as are cultural and institutional links between the United Kingdom and the United States, and the role of foundations in promoting "world" English. Whereas many parts of the world have experienced a longstanding engagement with English, the use of English in continental Europe has expanded markedly in recent years, as a result of many strands of globalization and European integration. Some ongoing tensions in language policy in Europe, and symptoms of complicity in accepting linguistic hegemony, are explored. Valid analysis of the role of language in corporate-driven globalization requires theory-building that situates discourses and cultural politics in the material realities of neoimperial market pressures. A plea is made for more active language policy formation to strengthen ongoing efforts to maintain linguistic diversity worldwide. (Contains 25 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Bologna Goes Global: A New Imperialism in the Making? (EJ813817)
Hartmann, Eva
Globalisation, Societies and Education, v6 n3 p207-220 2008
Journal Articles; Reports - Evaluative
No
Descriptors: International Relations; Foreign Policy; Higher Education; Politics of Education; Global Approach; Quality Control; Organization
Abstract: This paper argues that imperialism continues to exist today. It focuses on the ideational dimension of such power constellation and highlights the role of "educational diplomacy". Specifically, it examines norm-settings within international educational politics as a way of identifying shifts within what might be called benevolent imperialism. At the centre of its analysis is the global dimension of the project aimed at establishing a European Area of Higher Education, also called the Bologna process. The paper examines three aspects of the process in more detail: (1) its main legal framework, (2) the European Register of Quality Assurance Agencies, and (3) the setting in which the European ministers have embedded the new international strategy of the Bologna process on the occasion of the follow-up conference in London 2007. The question it addresses is: to what extent is the Bologna process merely a form of Americanisation, or is there a set of European norms emerging that are accepted in other regions, suggesting that the EU is a new, emerging, imperialising power? (Contains 9 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Deconstructing the Politics of a Differently Colored Transnational Identity (EJ787099)
Subreenduth, Sharon
Race, Ethnicity and Education, v11 n1 p41-55 Mar 2008
2008-03-00
Descriptors: Higher Education; Race; Ideology; Racial Identification; Politics; Personal Narratives; Foreign Policy; Epistemology; Developing Nations; Developed Nations; Self Concept; Slums; Social Change; Foreign Countries; Power Structure; Blacks
Abstract: Using personal narrative as a form of inquiry, this paper analyzes the possibilities of re/claiming epistemological grounds within racialized transnational spaces. Categories of race, nationality, and subject positions influence the legitimacies that are extended, withdrawn and or usurped within such transnational interactions. The paper examines the ways in which these interactions are performed and negotiated through my various identity positions that inevitably mark one in US higher education settings. Specifically it examines how identity, community and Blackness become imagined, redefined and performed in different spaces. Situated within US higher education settings, the paper pays particular attention to how my racialized subject position is interpreted and engaged with/in US and African research, academic and community sites. Within this paper I use my specific Third/First World transnational interactions to examine and theorize the politics, psychological intentions and outcomes of masked racialized ideologies that shape such interactions. The intention of this paper is threefold--to: (1) examine the complexities of transnational racial identity and politics; (2) trace the im/possibilities of being validated as intellectual worker and authentic Third/First World subject in the global politics of power and knowledge that shapes the transnational educational, research and community trajectory; and (3) theorize the possibilities and limits for using transnational racial identity and politics for building solidarity. This decolonizing writing project attempts to reveal and disrupt the ways in which imperialism constructs racialized Others within and beyond the west. It also shows how imperialism develops transnational citizenship that creates subjects who, for those in the west, believe that they can master and conquer the world and, for those in/from the colonies, are rendered into second-class positions. Decolonization, therefore, needs to account for the interconnectedness of the west and the colonies as well as the transnational and complex interplay of subjugation, complicity and resistance. (Contains 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. From Academic Imperialism to the Civil Commons: Institutional Possibilities for Responding to the United Nations Decade of Education for Sustainable Development (EJ786799)
Sumner, Jennifer
Interchange: A Quarterly Review of Education, v39 n1 p77-94 Jan 2008
Descriptors: Global Approach; Sustainable Development; Role of Education; Moral Values; Educational Philosophy; Educational Environment; Politics of Education; Economic Factors; International Organizations; Corporations; Economic Development; Free Enterprise System; Quality of Life; Humanization
Abstract: The United Nations Decade of Education for Sustainable Development signals an unparalleled opportunity to link education with sustainability. But in the age of corporate globalization, will education bow to the external pressures that have always sought to subordinate it to vested interests, or will it reach beyond these narrow confines to the larger interests of the public good? The answer to this question rests with our understanding of sustainable development. A contested term, sustainable development can mean business as usual in a highly corporatized world or it can mean promoting the civil commons--co-operative human constructions that protect and/or enable universal access to life goods. The former understanding includes academic imperialism--capital accumulation on a world scale through academic means. The latter understanding includes the deep co-operation inherent in the civil commons, which leads not only to truly sustainable development, but also to sustainable globalization. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Conceptions over Time: Are Language and the Here-and-Now up to the Task? (EJ797475)
Hewson, Peter W.
Cultural Studies of Science Education, v3 n2 p263-276 Jul 2008
2008-07-00
Journal Articles; Opinion Papers; Reports - Descriptive
Descriptors: Language Fluency; Science Education; Context Effect; Time Perspective; Scientific Concepts
Abstract: Is it possible to explain students' conceptions of natural phenomena purely in terms of the interactions between two people and the language they use during an interview? I argue that this hypothesis cannot be accepted on several grounds. First, contextual factors prior to the interview influence the course of its events, and that these in turn influence future events. Second, people have agency over their interactions and the ability to use language creatively in ways that a strong version of language preordination inherent in this hypothesis would not permit. Third, people bring language fluency and ideas to an interview that allow them to grapple with phenomena and issues they might not have previously considered, and formulate conceptions that they can and do use in future interactions. In addition, I argue that the field of science education is able to consider curricular and instructional issues relating to students' conceptions without resorting to the extremes of cultural relativism or intellectual imperialism, and that conceptual change theory addresses both the processes and outcomes of students' interactions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. From Object to Subject: Hybrid Identities of Indigenous Women in Science (EJ817126)
McKinley, Elizabeth
Cultural Studies of Science Education, v3 n4 p959-975 Dec 2008
2008-12-00
Descriptors: Indigenous Populations; Women Scientists; Foreign Countries; Science Education; Global Approach; Power Structure; Cultural Context; Sociocultural Patterns; Science Instruction; Scientific Enterprise; Critical Theory; Politics of Education; Role of Education; Social Theories; Educational Philosophy; Educational Environment; Scientific Principles
Abstract: The use of hybridity today suggests a less coherent, unified and directed process than that found in the Enlightenment science's cultural imperialism, but regardless of this neither concept exists outside power and inequality. Hence, hybridity raises the question of the terms of the mixture and the conditions of mixing. Cultural hybridity produced by colonisation, under the watchful eye of science at the time, and the subsequent life in a modern world since does not obscure the power that was embedded in the moment of colonisation. Indigenous identities are constructed within and by cultural power. While we all live in a global society whose consequences no one can escape, we remain unequal participants and globalisation remains an uneven process. This article argues that power has become a constitutive element in our own hybrid identities in indigenous people's attempts to participate in science and science education. Using the indigenous peoples of Aotearoa New Zealand (called Maori) as a site of identity construction, I argue that the move from being the object of science to the subject of science, through science education in schools, brings with it traces of an earlier meaning of "hybridity" that constantly erupts into the lives of Maori women scientists. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Cross-Cultural Delivery of e-Learning Programmes: Perspectives from Hong Kong (EJ801059)
Wong, Andrew Lap-sang
International Review of Research in Open and Distance Learning, v8 n3 p1-16 Nov 2007
2007-11-00
Journal Articles; Reports - Research
Descriptors: Educational Change; Foreign Countries; Educational Policy; Computer Uses in Education; Teaching Methods; Educational Environment; Global Approach; International Cooperation; Cultural Influences; International Programs; Distance Education; Internet; Political Issues; Politics of Education; Language of Instruction; English; Foreign Policy
Abstract: The growing popularity of e-learning may pose one of the greatest challenges currently facing traditional educational institutions. The questions often asked are how, rather than whether, to embrace this new form of instructional delivery and how to create an appropriate learning environment for the learners. Educational institutions in Hong Kong have the option of adopting programmes or learning materials developed in other parts of the world for local learners, or not. Such an approach of acquiring learning materials is not without risks in terms of the suitability of materials embedded with cultural contents "foreign" to local learners, or in terms of the suitability of assumptions in the communication context. What are the issues involved in the globalization of education through e-learning? This paper explores--from a critical-dialectical perspective--the implications of globalization on educational policy through cross-border delivery of educational programmes by e-learning, with particular attention given to the threat of cultural imperialism. The paper concludes that Hong Kong seems to be coping with "cultural imperialism" rather well because of its unique history of being a cross-road for East and West, and also with some recommendations to e-learning providers to mitigate the potential damage of cross-cultural delivery of e-learning. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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9. Of Madness and Empire: The Rhetor as "Fool" in the Khartoum Siege Journals of Charles Gordon, 1884 (EJ776847)
Bass, Jeff D.
Quarterly Journal of Speech, v93 n4 p449-469 Nov 2007
Descriptors: Foreign Policy; Rhetorical Theory; Historical Interpretation; Literary Criticism; Didacticism; Journal Articles; Critical Theory; Social History; Essays; Foreign Countries; Portfolios (Background Materials); Profiles
Abstract: This essay examines the rhetorical persona of the "Fool" as employed by General Charles Gordon in six volumes of journals recorded during the siege of Khartoum by Mahdist forces from September to December, 1884. After identifying the particular rhetorical aspects of the "Fool" as social critic/site of ideological contestation, I argue that Gordon utilized this persona to undermine the Gladstonian opposition of an imperial morality based upon economic frugality and foreign non-involvement versus the immorality of imperial expansion. To accomplish this purpose, Gordon appropriated a textual location of social exteriority, employed ridicule of superiors as a form of "hidden transcript" made public, and subverted Gladstone's moral imperialism as a grotesque hybridization of moral ends mandating the use of immoral means by means of conditional reasoning. Finally, Gordon proposed an alternative meaning of moral imperialism as loyalty to indigenous allies. (Contains 62 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. A Problematic Alliance: Colonial Anthropology, Recapitulation Theory, and G. Stanley Hall's Program for the Liberation of America's Youth (EJ818469)
Garrison, Joshua
American Educational History Journal, v35 n1 p131-147 2008
Descriptors: Childrens Rights; Religion; Anthropology; Young Adults; Physiology; Slavery; Sociology; Psychology; Historians; Adolescents; Crime; Foreign Policy
Abstract: Recent studies of G. Stanley Hall's opus, "Adolescence: Its Psychology and Its Relations to Physiology, Anthropology, Sociology, Sex, Crime, Religion and Education" (1904), have highlighted one of the book's most problematic implications: if young people were thought to be the developmental analogues of "primitive" or "savage," then the treatment of young people might be "influenced by colonialist discourse, with its racist and evolutionist bases" (Lesko 1996). As Stephen Jay Gould has written, the theory of recapitulation--which rendered young people and members of the "lower races" evolutionary equivalents--provided "an arsenal of racist arguments supplied by science to justify slavery and imperialism" (Gould 1977, 126). Recapitulation was central to Hall's work, and virtually no theme in "Adolescence" was explored without its application. This prompts a troubling question: If Hall's work on child development was based on a racial theory that legitimized the oppression of colonized peoples, did it also justify the subjugation of young people? If so, this was clearly not Hall's intent. Instead, "Adolescence" was published in an effort to liberate young people from conditions that he likened to those faced by colonial peoples. Rather than seeing Hall as one of the most important (and radical) advocates of children's rights, however, historians have generally written him off as a mystical crackpot (Kliebard 1995, 38). In this article, the author critiques the views forwarded by Hall in his article, "Adolescence: Its Psychology And Its Relations to Physiology, Anthropology, Sociology, Sex, Crime, Religion and Education". (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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