Explore the vast range of titles available.

In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of investment and imagined communities/imagined identities (Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.

Since the 1990s the educational community has witnessed a proliferation of 'bullying' discourses, primarily within the field of educational developmental social psychology. Drawing on ethnographic and qualitative interview data of primary and secondary school girls and boys, this article argues that the discourse 'bullying' operates to simplify and individualise complex gendered/classed/sexualised/racialised power relations embedded in children's school-based cultures. Using a feminist post-structural approach, this article critically traces the discursive production of how the signifiers 'bully' and 'victim' are implicated in the 'normative cruelties' of performing and policing 'intelligible' heteronormative masculinities and femininities. It shows how these everyday gender performances are frequently passed over by staff and pupils as 'natural'. The analysis also illustrates how bully discourses operate in complex racialised and classed ways that mark children out as either gender deviants, or as not adequately performing normative ideals of masculinity and femininity. In conclusion, it is argued that bully discourses offer few symbolic resources and/or practical tools for addressing and coping with everyday school-based gender violence, and some new reserach directions are suggested.

This paper presents a poststructuralist, postcolonial and feminist interrogation of the 'Girl Effect'. First coined by Nike inc, the 'Girl Effect' has become a key development discourse taken up by a wide range of governmental organisations, charities and non-governmental organisations (NGOs). At its heart is the idea that 'girl power' is the best way to lift the developing world out of poverty. As well as a policy discourse, the Girl Effect entails an address to Western girls. Through a range of online and offline publicity campaigns, Western girls are invited to take up the cause of girls in the developing world and to lend their support through their use of social media, through fundraising and consumption. Drawing on a wide range of policy documents, media outputs and offline events, this paper explores the way in which the Girl Effect discourse articulates notions of girlhood, empowerment, development and the Global North/South divide.

Theoretical, empirical, and practical interest in pragmatic competence and development for second language (L2) learners has resulted in a large body of literature on teaching L2 pragmatics. This body of literature has diverged into two major domains: (a) a group of experimental studies directly testing the efficacy of various instructional methods in pragmatics learning and (b) research that explores optimal instructional practice and resources for pragmatic development in formal classroom settings. This article reviews literature in these two domains and aims at providing a collective view of the available options for pragmatics teaching and the ways that pragmatic development can best be promoted in the classroom. In the area of instructional intervention, this article reviews studies under the common theoretical second language acquisition paradigms of explicit versus implicit instruction, input processing instruction, and skill acquisition and practice. In the area of classroom practice and resources, three domains of research and pedagogical practices are reviewed: material development and teacher education, learner strategies and autonomous learning, and incidental pragmatics learning in the classroom. Finally, this article discusses unique challenges and opportunities that have been embraced by pragmatics teaching in the current era of poststructuralism and multiculturalism.

Huehls talks about The Marriage Plot book. Consequently, despite being a book filled with books, The Marriage Plot never becomes a book about books. The Novel never succumbs to Theory's blandishments. Eugenides populates his novel with the foundational theoretical texts of poststructuralist theory, but The Marriage Plot refuses to consider the ramifications those works have for its own production of meaning and value.

The cooking show The Naked Chef (1999–2001) with Jamie Oliver has often been highlighted as an example of the cooking show genre's potential for reformulating masculine identity through cooking. Through a series of close readings of a selection of cooking shows from France, the UK and Denmark post-The Naked Chef and through a dialogue with other works on the subject, this article will attempt to identify the tendencies in the constructions and negotiations of masculinity in the coking show genre following The Naked Chef and to understand these in relation to a revision of masculine identity in contemporary culture. The article is informed by poststructural gender theory and understands 'doing food' and 'doing masculinity' as two mutually constituting practices. The analyses identify four new tendencies in the construction of masculinity in cooking shows at the beginning of the twenty-first century: 1) rechefisation, 2) the TV chef as a moral entrepreneur, 3) the TV chef and the revitalisation of the national myth and 4) cooking as masculine escapism. The article concludes that the innovation of the masculine identity that was launched in The Naked Chef has not continued; rather, the genre has become a platform for the revitalisation of traditional masculinity discourses.

From the mid-1980s the influence of identity politics and poststructural ism has sought to replace the idea of a 'unified' identity with the concept of dynamic, multiple and fractured identities. However, it has been suggested that there is an ontological problem with researching dynamic conceptions of identity and that all too often people treat forming and formative processes (such as the makings and doings of identity) as fixed and formed wholes. This article attempts to address this concern through an exploration of the 'doings' of Scottish national identities. Drawing on a non representational inspired study of ('Scottish') musical performances the project presented in this article seeks to explore how a study of the ephemeral, emotionally charged moments of ('Scottish') musical performance might shed new light on the nature and (re) production of Scottish national identities in the making or the doing. This article therefore makes a contribution to understandings of 'Scottishness' (as lived experiences), but, it also makes a contribution to the geographies of music literature by highlighting the need to further explore the practical and performative dimensions of 'musicking'.

2010 was a significant year for immigration issues along the United States-Mexico border. In April, Arizona signed the most extreme law against undocumented immigrants. In August, 72 hopeful migrants were massacred in Tamaulipas by alleged drug traffickers, and the Arizona desert claimed a record 252 lives in fiscal year 2010. These events were part of the trend that began with border militarization in the mid-1990s and escalated in the wake of 9/11, resulting in the extremely violent character of the undocumented border crossing experience. This is manifest, not only in the frequent reports of abuses by various actors along the border, but also in the consolidation of undocumented migration with the trafficking of narcotics. The authors have documented many cases of robbery, kidnapping, physical abuse, rape, and manipulation by drug traffickers. In this article, we discuss these different manifestations of violence by understanding both the structural constraints that create and characterize violence, as well as the individual reactions to the factors. The authors propose the conceptualization of \"post structural violence\" as a manner of enhancing the discussion of agency within and as a reaction to the structural conditions generated by border security and immigration policy.

This essay identifies four different modes of ethnographic engagement with Palestine since the nineteenth century: biblical, Oriental, absent, and poststructural. Focusing on the epistemic and political dynamics in which the recent admissibility of Palestine as a legitimate ethnographic subject is embedded, we highlight two conditions. One is the demystification of states and hegemonic groups that control them, and the concomitant legitimacy of groups with counterclaims. The other is the \"crisis of representation\" in the social sciences and the humanities. Combined with the rupture in Israel's sanctity in the West since the 1980s, these developments were conducive to Palestine's admission. We conclude by considering Palestine as a problem space that could reinvigorate the critical abilities of postcolonial language and the anthropology that it engenders.

This collective case study examined the experiences of four African American gay band students attending historically Black colleges or universities (HCBUs) in the southern United States. This study explored influences that shaped the participants' identities as they negotiated numerous complex sociocultural discourses pervasive and challenging to gay African American band students. Utilizing participative inquiry, participants were asked to read, reflect on, and respond to historical and current research literature concerning the schooling experiences of Black students. Their responses were analyzed within a multifaceted theoretical framework, including poststructual theory, critical race theory, critical theory, and lesbian, gay, bisexual, transgender, queer, or questioning (LGBT2Q) studies. Present throughout the participants' descriptions was an ever-evolving and renegotiated gay African American identity within the HBCU band setting. Findings indicate that the construction of an African American gay male identity within an HBCU band setting was a source of tremendous consternation concurrent with positive experiences of acceptance and community. Numerous implications for music educators in K–12 settings are provided, including recognizing and stemming bullying and harassment in classroom settings.