English Language Arts as an Emancipatory Subject explores the changing nature and history of the English Language as an emancipatory subject, as well as how its current activities and projects address and challenge inequalities. Various forms of critical literacy have established English teaching as a radical force for social justice and subversion. However, the expert contributors to this book question whether English is a force for good in its capacity to develop literate citizens, or, are there larger contemporary complications surrounding it? This book will re-examine the history of English, its present quality as a classroom subject and its future potential to re-establish itself as an agent of social equality and change. Edited by internationally leading scholars from the UK, USA and Australia with contributions from New Zealand and Canada, this work will also inspire English teachers to view their subject as one through which positive differences are imagined, and complex real-life issues are debated and challenged in the classroom. The volume is an excellent overview of research and the latest thinking about the nature of English as an emancipatory subject, its distinguished history and its potential for the future. It will be a key resource for the research and teacher-education community, English teachers, student teachers, and anyone who views English teaching as a catalyst of social change.

Give students the power of language by using the inspiring ideas in this very readable book.

The Routledge Handbook of Henri Lefebvre,The City and Urban Society is the first edited book to focus on Lefebvre's urban theories and ideas from a global perspective, making use of recent theoretical and empirical developments, with contributions from eminent as well as emergent global scholars. The book provides international comparison of Lefebvrian research and theoretical conjecture and aims; to engage with and critique Lefebvre's ideas in the context of contemporary urban, social and environmental upheavals; to use Lefebvre's spatial triad as a research tool as well as a point of departure for the adoption of ideas such as differential space; to reassess Lefebvre's ideas in relation to nature and global environmental sustainability; and to highlight how a Lefebvrian approach might assist in mobilising resistance to the excesses of globalised neoliberal urbanism. The volume draws inspiration from Lefebvre's key texts (The Production of Space; Critique of Everyday Life; and The Urban Revolution) and includes a comprehensive introduction and concluding chapter by the editors. The conclusions highlight implications in relation to increasing spatial inequalities; increasing diversity of needs including those of migrants; more authoritarian approaches; and asymmetries of access to urban space. Above all, the book illustrates the continuing relevance of Levebvre's ideas for contemporary urban issues and shows – via global case studies – how resistance to spatial domination by powerful interests might be achieved. The Handbook helps the reader navigate the complex terrain of spatial research inspired by Lefebvre. In particular the Handbook focuses on: the series of struggles globally for the 'right to the city' and the collision of debates around the urban age, 'cityism' and planetary urbanisation. It will be a guide for graduate and advanced undergraduate teaching, and a key reference for academics in the fields of Human Geography, Sociology, Political Science, Applied Philosophy, Planning, Urban Theory and Urban Studies. Practitioners and activists in the field will also find the book of relevance.

This book provides a broad introduction to the critical work of leading Australian educator Garth Boomer, widely recognised as a significant figure in English teaching. This insightful text provides an accessible introduction to his work, with particular reference to English curriculum and pedagogy, and provides a fascinating account of his journey as a scholar-practitioner, from classroom teaching to the highest levels of the educational bureaucracy. Bill Green explores Boomer’s huge influence on literacy education, teacher development, curriculum inquiry, and educational policy, and critically asks why Boomer’s insights and arguments about English teaching from the last century have such importance for the field now. This text also focuses on the nature and significance of his curriculum thinking, specifically his arguments and provocations regarding English teaching, the English classroom, and the contexts that infuse and shape them. It constitutes a rich resource for rethinking English teaching in the present day and provides an important contribution to the historical imagination. With all due consideration of the larger context of social life and educational thought, this text will help any student of English in Education and Language Arts obtain a deeper understanding of Boomer’s vital contribution to the field of education.

In the West, philosophy is generally confined to the domain of the intellect, and music to the domain of the emotion. This book makes either domain the location for the other. African musical aesthetics constitutes this location, and has its home in it. Moreover, since the separation of the domain of the intellect and the domain of emotion represents a bifurcation of what it is to be a human being, and by making either domain the location of the other, what African musical aesthetics accomplishes is the affirmation of a unified sense of what it is to be a human being. Accordingly, the unity of philosophy and music give rises to a unified sense of being human. It is to such unity that African musical aesthetics takes us. For African musical aesthetics to accomplish this task, this book challenges the conventional Western understanding of philosophy—an understanding that projects Africa as devoid of philosophy. It is this projection that pervaded Africa during the colonial period, and it is the projection that is challenged in African philosophy. From an African philosophical perspective African musical aesthetics turns out to be an emancipatory process that seeks to affirm the humanity of Africans but also a process that seeks to affirm common humanity. Music is not solely a matter of audiology, what is played, or what one dances to. It has its elemental task in calling our attention to what we are as human beings. In so far as it is sensuous, it constitutes us as members of the sensible world, and links us intrinsically to all that is sensuous. It is more than humanism. Music registers us as members of nature. It is nature naturing.

English Language Arts as an Emancipatory Subject explores the changing nature and history of the English Language as an emancipatory subject, as well as how its current activities and projects address and challenge inequalities. Various forms of critical literacy have established English teaching as a radical force for social justice and subversion. However, the expert contributors to this book question whether English is a force for good in its capacity to develop literate citizens, or, are there larger contemporary complications surrounding it? This book will re-examine the history of English, its present quality as a classroom subject and its future potential to re-establish itself as an agent of social equality and change. Edited by internationally leading scholars from the UK, USA and Australia with contributions from New Zealand and Canada, this work will also inspire English teachers to view their subject as one through which positive differences are imagined, and complex real-life issues are debated and challenged in the classroom. The volume is an excellent overview of research and the latest thinking about the nature of English as an emancipatory subject, its distinguished history and its potential for the future. It will be a key resource for the research and teacher-education community, English teachers, student teachers, and anyone who views English teaching as a catalyst of social change.

Examines the challenges that English language learners face and offers educators practical suggestions on how they can help their students learn English reading, writing, grammar, and vocabulary, as well as build their speaking, listening, and viewing skills.