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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. Stephen May is Professor of Education, Faculty of Education, University of Auckland, New Zealand. Christine E. Sleeter is Professor Emerita, College of Professional Studies, California State University Monterey Bay. Introduction: Critical Multiculturalism, Stephen May and Christine E. Sleeter Part One: Critical multiculturalism and teachers 1. Critical Multiculturalism within Higher Education: Resistance and Possibilities within Teacher Education. Michael Vavrus 2. Empowering Preservice Teachers, Students, and Families through Critical Multiculturalism: Interweaving Social Foundations of Education and Community Action Projects. Virginia Lea 3. Daring to Infuse Ideology into Language Teacher-Education. Lilia I. Bartolomé 4. Discursive Positioning and Educational Reform. Russell Bishop 5. Critical Multicultural Practices in Early Childhood Education. Jeanette Rhedding-Jones Part Two: Critical Multiculturalism in Language and Language Arts 6. Critical Multiculturalism and Subject English. Terry Locke 7. Critical Multicultural Education and Second/Foreign Language Teaching. Ryuko Kubota 8. Critical Multiculturalism and Cultural and Media Studies. Sanjay Sharma Part Three: Critical Multiculturalism in Mathematics/Sciences 9. Critical Multicultural Approaches to Mathematics in Urban, K-12 Classrooms. Eric Gutstein 10. Digital Stories and Critical Multicultural Education: A Freirian Approach. James C. McShay 11. Knowing our Place: Critical Multicultural Science Education. Georgina M. Stewart Part Four: Critical Multiculturalism in Humanities and Social Science 12. Discussing Race and Culture in the Middle School Classroom: Scaffolding Critical Multiculturalism. Jill Ewing Flynn 13. A Critical Multicultural Approach to Physical Education: Challenging Discourses of Physicality and Building Resistant Practices in Schools. Katie Fitzpatrick 14. The Arts and Social Justice in a Critical Multicultural Education Classroom. Mary Stone Hanley 15. Breaking Through \"Crusts of Convention\" to Realize Music Education’s Potential Contribution to Critical Multiculturalism. Charlene A. Morton Author Biographies \"This masterful treatment of transformative critical multiculturalism within unconventional disciplines, in one collection and across many nations, positions this book as an important contribution to the field and marks a turning point in critical multiculturalism.\"-- Language Arts \"I truly believe that this book is a must-read for critical race theorists, critical pedagogues, and critical multicultural practitioners…. [and] conclude that May and Sleeter accomplished their ambitious goal: to show how critical multiculturalism relates to praxis.\"-- Education Review \"In this skillfully edited, engaging, and luminous volume, May and Sleeter have made a unique contribution to education theory and practice by producing a tightly conceptualized and coherent book that illustrates myriad ways in which critical multiculturalism can be implemented in school, college, and university classrooms. The delicate balance between theory and practice in this book makes it welcomed and significant.\"-- James A. Banks, Kerry and Linda Killinger Professor of Diversity Studies and Founding Director, Center for Multicultural Education, University of Washington, Seattle \"This important collection makes a strong argument for a version of critical multiculturalism that learns from the errors of the past while keeping sight of the pressing and complex challenges facing contemporary educators.\" --David Gillborn, Professor of Critical Race Studies in Education, University of London, UK

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.

Visualizing Genocide examines how creative arts and memory institutions selectively commemorate or often outright ignore stark histories of colonialism. The essays confront outdated narratives and institutional methods by investigating contemporary artistic and scholarly interventions documenting settler colonialisms including land theft, incarceration, intergenerational trauma, and genocide. Interdisciplinary approaches, including oral histories, exhibition practices, artistic critiques, archival investigations, and public arts, are among the many decolonizing methods incorporated in contemporary curatorial practices. Rather than dwelling simply in celebratory appraisals of Indigenous survival, this unprecedented volume tracks how massacres, disease, removals, abrogated treaties, religious intolerance, theft of land, and relocation are conceived by contemporary academics and artists. Contributors address indigeneity in the United States, Norway, Canada, Australia, and the Caribbean in scholarly essays, poems, and artist narratives. Missions, cemeteries, archives, exhibitions, photography, printmaking, painting, installations, performance, music, and museums are documented by fourteen authors from a variety of disciplines and illustrated with forty-three original artworks. The authors offer honest critique, but in so doing they give hopeful and concrete strategies for the future. This powerful collection of voices employs Indigenous epistemologies and decolonial strategies, providing essential perspectives on art and visual culture. Contributors T. Christopher Aplin Emily Arthur Marwin Begaye Charlene Villaseñor Black Yve Chavez Iris Colburn Ellen Fernandez-Sacco Stephen Gilchrist John Hitchcock Michelle J. Lanteri Jérémie McGowan Nancy Marie Mithlo Anne May Olli Emily Voelker Richard Ray Whitman

Did post-Enlightenment philosophers reject the idea of original sin and hence the view that life is a quest for redemption from it? In Philosophical Myths of the Fall, Stephen Mulhall identifies and evaluates a surprising ethical-religious dimension in the work of three highly influential philosophers - Nietzsche, Heidegger, and Wittgenstein. He asks: Is the Christian idea of humanity as structurally flawed something that these three thinkers aim simply to criticize? Or do they, rather, end up by reproducing secular variants of the same mythology? Mulhall argues that each, in different ways, develops a conception of human beings as in need of redemption: in their work, we appear to be not so much capable of or prone to error and fantasy, but instead structurally perverse, living in untruth. In this respect, their work is more closely aligned to the Christian perspective than to the mainstream of the Enlightenment. However, all three thinkers explicitly reject any religious understanding of human perversity; indeed, they regard the very understanding of human beings as originally sinful as central to that from which we must be redeemed.And yet each also reproduces central elements of that understanding in his own thinking; each recounts his own myth of our Fall, and holds out his own image of redemption. The book concludes by asking whether this indebtedness to religion brings these philosophers' thinking closer to, or instead forces it further away from, the truth of the human condition.

Through all its transformations and reinventions over the past century, \"Sin City\" has consistently been regarded by artists and cultural critics as expressing in purest form, for better or worse, an aesthetic and social order spawned by neon signs and institutionalized indulgence. In other words, Las Vegas provides a codex with which to confront the problems of the West and to track the people, materials, ideas, and virtual images that constitute postregional space.Morta Las Vegasconsiders Las Vegas and the problem of regional identity in the American West through a case study of a single episode of the television crime dramaCSI: Crime Scene Investigation. Delving deep into the interwoven events of the episode titled \"4 × 4,\" but resisting a linear, logical case-study approach, the authors draw connections between the city-a layered and complex world-and the violent, uncanny mysteries of a crime scene.Morta Las Vegasreveals nuanced issues characterizing the emergence of a postregional West, moving back and forth between a geographical and a procedural site and into a place both in between and beyond Western identity.

What kind of peace is possible in the post-9/11 world? Is sustainable peace an illusion in a world where foreign military interventions are replacing peace negotiations as starting points for postwar reconstruction? Grappling with these questions, this book presents six provocative case studies authored by respected peacebuilding practitioners in their own societies.