Offering an alternative narrative of the conquest of the Incas, Gonzalo Lamana both examines and shifts away from the colonial imprint that still permeates most accounts of the conquest. Lamana focuses on a key moment of transition: the years that bridged the first contact between Spanish conquistadores and Andean peoples in 1531 and the moment, around 1550, when a functioning colonial regime emerged. Using published accounts and array of archival sources, he focuses on questions of subalternization, meaning making, copying, and exotization, which proved crucial to both the Spaniards and the Incas. On the one hand, he re-inserts different epistemologies into the conquest narrative, making central to the plot often-dismissed, discrepant stories such as books that were expected to talk and year-long attacks that could only be launched under a full moon. On the other hand, he questions the dominant image of a clear distinction between Inca and Spaniard, showing instead that on the battlefield as much as in everyday arenas such as conversion, market exchanges, politics, and land tenure, the parties blurred into each other in repeated instances of mimicry. Lamana’s redefinition of the order of things reveals that, contrary to the conquerors’ accounts, what the Spanairds achieved was a “domination without dominance.” This conclusion undermines common ideas of Spanish (and Western) superiority. It shows that casting order as a by-product of military action rests on a pervasive fallacy: the translation of military superiority into cultural superiority. In constant dialogue with critical thinking from different disciplines and traditions, Lamana illuminates how this new interpretation of the conquest of the Incas revises current understandings of Western colonialism and the emergence of still-current global configurations.

This book examines critical literacy within language and literacy learning, with a particular focus on English as an Additional Language learners in schools who traditionally are not given the same exposure to critical literacy as native-English speakers. An important and innovative addition to extant literature, this book explains how English language teachers understand critical literacy and enact it in classrooms with adolescent English language learners from highly diverse language backgrounds. This book brings together the study of two intersecting phenomena: how critical literacy is constructed in English language education policy for adolescent English language learners internationally and how critical literacy is understood and enacted by teachers amid the so-called ‘literacy crisis’ in neoliberal eduscapes. The work traces the ways critical literacy has been represented in English language education policy for adolescents in five contexts: Australia, England, Sweden, Canada and the United States. Drawing on case study research, it provides a comparative analysis of how policy in these countries constructs critical literacy, and how this then positions critical engagement as a focus for teachers of English language learners. Empirically based and accessibly written, this timely book will be of interest to a wide range of academics in the fields of adolescent literacy education, English language learning and teaching, education policy analysis, and critical discourse studies. It will also appeal to teachers, post-graduate students and language education policy makers.

Hilary Janks addresses key questions about literacy and power in this landmark text that is both engaging and accessible. Her central argument is that competing orientations to critical literacy education − domination (power), access, diversity, design − foreground one over the other, but are crucially interdependent and need to work together to create possibilities for redesign and social action that serve a social justice agenda. She examines the theory underpinning each orientation, and develops new theory in the argument for interdependence and integration. Sitting at the interface between theory and practice, constantly moving from one to the other, the text is rich with examples of how to use these orientations in real teaching contexts, and how to use them to counterbalance one another. In the groundbreaking final chapter Janks considers how the rationalist underpinning of critical literacy tends to exclude the non-rational shows ways of working ‘beyond reason’ − pleasure and play, desire and the unconscious − and makes the case that these need to be taken seriously given their power to cut across the work of critical literacy educators working from any orientation.

How can teachers ensure a pedagogy of possibility underpinned by social justice, and what has literacy got to do with this? This book explores the positive synergies between critical literacy and place-conscious pedagogy. Through rich classroom research it introduces and demonstrates how a synthesis of insights from theories of space and place and literacy studies can underpin the design and enactment of culturally inclusive curriculum for diverse student communities, and illustrates how making place and space the objects of study provide productive resources for teachers to design enabling pedagogical practices that extend students’ literate repertoires. The argument is that systematic study of and engagement with specific elements of place can enable students’ academic learning and literacy. Literacy, Place, and Pedagogies of Possibility is informed by critical literacy, place-conscious pedagogy and spatial theory is richly illustrated with examples from classroom research, including teacher and student artifacts provides new directions for classroom practice in critical literacy This novel combination of multidisciplinary theory and classroom research extends previous work in critical literacy pedagogy, drawing on two decades of ethnographic and collaborative inquiry in classrooms situated in culturally and linguistically diverse classrooms.

Maybe life is too short to waste it with … useless things. Maybe it’s time to start meditating more. To analyze our behavior … but also the one of the people around us. To pay attention to the impact of influences over our lives … but also on the lives of others. Understand that … domination … no matter of its character… positive or negative …. It’s a concept that we should not allow it to become real. And we should also be aware of how a simple small influence … that is repeated on and on and on … could become … dominance …. without even realizing.

Unveil the shadowy arts of influence with "The Subliminal Psychology & Psychological Domination Bible" by Michael Pace. This compelling 2-in-1 tome beckons you into the enigmatic world of mind control and alpha dominance, a realm where the hidden forces of persuasion shape destinies and command silent power. "Subliminal Psychology 101" offers a clandestine tour through the psychological undercurrents that govern human behavior. Here, you will master the craft of planting indelible thoughts and guiding actions without leaving a trace. This book isn't just a lesson; it's an arsenal of covert techniques that will elevate your influence in the workplace, in love, and in life's many battlegrounds. When you turn to "Psychological Domination 101," you will awaken the alpha within. No longer will you watch from the shadows as others lead. You'll learn the dark allure of commanding respect with mere presence, bending wills with your words, and securing your status at the pinnacle of the social hierarchy. Together, these volumes are not just books—they are a manifesto for the modern-day Machiavelli, a passport to a world where power plays are made with the subtlety of a whisper, and authority is seized with the certainty of a command. Embrace the thrilling ascent to dominance with "The Subliminal Psychology & Psychological Domination Bible," and leave the ordinary behind.

By drawing on international cross-phase and cross-disciplinary research perspectives, this book offers a comprehensive review of writing development, invaluable for researchers and practitioners alike.