Politics and Cultures of Liberation: Media, Memory, and Projections of Democracy focuses on mapping, analyzing, and evaluating memories, rituals, and artistic responses to the theme of “liberation.” How is the national framed within a dynamic system of intercultural contact zones highlighting often competing agendas of remembrance? How does the production, (re)mediation, and framing of narratives within different social, territorial, and political environments determine the cultural memory of liberation? The articles compiled in this volume seek to provide new interdisciplinary and intercultural perspectives on the politics and cultures of liberation by examining commemorative practices, artistic responses, and audio-visual media that lend themselves for transnational exploration. They offer a wide range of diverse intercultural perspectives on media, memory, liberation, (self)Americanization, and conceptualizations of democracy from the war years, through the Cold War era to the 21st century.

A critical look into how far our lives are controlled by modern digital systems, and how digital information is used by the powerful.

Take care of yourself. How many times a week do we hear or say these words' If we all took the time to care for ourselves, how much stronger will we be' More importantly how much stronger will our communities be' In Take Care of Your Self, Iraqi artist and curator Sundus Abdul Hadi turns a critical and inventive eye on the notion of self-care, rejecting the idea that self-care means buying stuff and recasting it as a collective practice rooted in the liberation struggles of the oppressed. Throughout, Abdul Hadi explores the role of art in fostering healing for those affected by racism, war, and displacement, weaving in the artwork of twenty-seven artists of color from diverse backgrounds to identify the points where these struggles intersect. In centering the voices of those often relegated to the margins of the art world and emphasizing the imperative to create safe spaces for artists of color to explore their complicated reactions to oppression, Abdul Hadi casts self-care as a political act rooted in the impulse toward self-determination, empowerment, and healing that animates the work of artists of color across the world.

A collection of speeches and writings by political activist Angela Davis which address the political and social changes of the past decade as they are concerned with the struggle for racial, sexual, and economic equality.

In 1941 the Japanese military attacked the US naval base Pearl Harbor on the Hawaiian island of O‘ahu. Although much has been debated about this event and the wider American and Japanese involvement in the war, few scholars have explored the Pacific War’s impact on Pacific Islanders. Cultures of Commemoration fills this crucial gap in the historiography by advancing scholarly understanding of Pacific Islander relations with and knowledge of American and Japanese colonialisms in the twentieth century. Drawing from an extensive archival base of government, military, and popular records, Chamorro scholar Keith L Camacho traces the formation of divergent colonial and indigenous histories in the Mariana Islands, an archipelago located in the western Pacific and home to the Chamorro people. He shows that US colonial governance of Guam, the southernmost island, and that of Japan in the Northern Mariana Islands created competing colonial histories that would later inform how Americans, Chamorros, and Japanese experienced and remembered the war and its aftermath. Central to this discussion is the American and Japanese administrative development of "loyalty" and "liberation" as concepts of social control, collective identity, and national belonging. Just how various Chamorros from Guam and the Northern Mariana Islands negotiated their multiple identities and subjectivities is explored with respect to the processes of history and memory-making among this "Americanized" and "Japanized" Pacific Islander population. In addition, Camacho emphasizes the rise of war commemorations as sites for the study of American national historic landmarks, Chamorro Liberation Day festivities, and Japanese bone-collecting missions and peace pilgrimages. Ultimately, Cultures of Commemoration demonstrates that the past is made meaningful and at times violent by competing cultures of American, Chamorro, and Japanese commemorative practices.

Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation - and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel's THE PEDAGOGICS OF LIBERATION: A Latin American Philosophy of Education, the first English translation of Dussel's thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation. Dussel's ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s. Drawing heavily from the ethical philosophy of Emmanuel Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher-student, politician-citizen, doctor-patient, philosopher-nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be "lo Mismo." This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. "Pedagogics" should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel's pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general. ENRIQUE DUSSEL was born in 1934 in the town of La Paz, in the region of Mendoza, Argentina. He first came to Mexico in 1975 as a political exile and is currently a Mexican citizen, Professor in the Department of Philosophy at the Iztapalapa campus of the Universidad Aut�noma Metropolitana (Autonomous Metropolitan University, UAM), and also teaches courses at the Universidad Nacional Aut�noma de M�xico (National Autonomous University of Mexico, UNAM). He has an undergraduate degree in Philosophy (from the Universidad Nacional de Cuyo/National University of Cuyo in Mendoza, Argentina), a Doctorate from the Complutense University of Madrid, a Doctorate in History from the Sorbonne in Paris, and an undergraduate degree in Theology obtained through studies in Paris and M�nster.

After five hundred years of conquest and social destruction, he says, any useful reflection must come to terms with the political state of Indian affairs and the political hopes and visions for recovering the health and well-being of Indian communities. Does Christian theology have a positive role to play?