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Crossing Borderlands: Composition and Postcolonial Studiesreviewed by Nina Asher - 2005 Title: Crossing Borderlands: Composition and Postcolonial Studies Author(s): Andrea A. Lunsford & Lahoucine Ouzgane (Editors) Publisher: University of Pittsburgh Press, Pittsburgh, PA ISBN: 0822958376, Pages: 288, Year: 2004 Search for book at Amazon.com As the title indicates, the chapters in this edited volume engage postcolonial theory to inform composition studies and pedagogy in the U.S. academy. In the volumes introduction, the editors assertand I agreethat although postcolonial theory is characterized by the diversity of its (inter)disciplinary intersections, it also coheres around an exploration of power relations between Western and Third World countries (p. 1) in order to expose systems of oppression and othering. Indeed, according to Ashcroft, Griffiths, and Tiffin (1995), post-colonial studies are based in the historical fact of European colonialism, and the diverse material effects to which this phenomenon gave rise (p. 2). Postcolonial theory, they argue, interrogates the material effects of colonisation as well as the wide range of activities including conceptions and actions which are, or appear to be, complicit with the imperial enterprise (p. 3). Collectively, the essays in Crossing Borderlands bring critical analyses to bear on the... (preview truncated at 150 words.)To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:
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- Disrupting Preconceptions: Postcolonialism and Education
- Disability, Schooling and the Artifacts of Colonialism
- American Education: The Colonial Experience, 1607-1783
- Balancing Change and Tradition in Global Education Reform
- Ethnicity, Race, and Nationality in Education: A Global Perspective.
- Liberating Scholarly Writing: The Power of Personal Narrative
- The Moral Dimensions of Teaching: Language, Power, and Culture in Classroom Interaction
- Literary Practices as Social Acts: Power, Status and Cultural Norms in the Classroom
- Teaching Values: Critical Perspectives on Education, Politics, and Culture
- Anthropology, culture, and research on teaching and learning: Applying what we have learned to improve practice
- Schools in an Age of Mass Culture
- Writing for Real: Strategies for Engaging Adolescent Writers
- Liberating Scholarly Writing: The Power of Personal Narrative
- Writing for Real: Strategies for Engaging Adolescent Writers
- Shared Territory: Understanding Children's Writing
- Brown Skin, White Minds: Filipino -/ American Postcolonial Psychology
- The Colonial Past in History Textbooks: Historical and Social Psychological Perspectives
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- Nina Asher
Louisiana State University E-mail Author NINA ASHER, Ed.D., is an assistant professor in Curriculum and Instruction and Women’s and Gender Studies at Louisiana State University, Baton Rouge. She has written in the areas of postcolonialism and feminism in education, critical perspectives on multicultural education, and Asian American education. Her work has appeared in such journals as the International Journal of Qualitative Studies in Education, Urban Education, Journal of Curriculum Theorizing, and Teaching Education. Her article, “At the interstices: Engaging Postcolonial and Feminist Perspectives for a Multicultural Education Pedagogy in “the South,” will appear in a forthcoming issue of the Teachers College Record.
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