Critical theory, intercultural theory, critical pedagogy, and complexity theory: all of these and others have yet to penetrate the shell of foreign-language pedagogy in a systematic way. The field remains concerned primarily--and understandably--with the instrumental demands of facilitating the skills of speaking, listening, reading, and writing. It is often argued that practice is theory-light and theory is practice-light. Consequently, it has proven notoriously difficult to bridge the theory-practice gap. AAUSC 2010 Volume provides a frank and provocative treatment of theory in language teaching and learning, arguing for alternative understanding that may overcome the conflicts between theory and practice. Fostering sophisticated translingual and transcultural competences, linking the work of the language classroom with the profound mission and goals of the humanities, and helping university-level language education contribute to the fostering of compassion and even the transformation of global conflict are now part of the language pedagogy pursuit. To move the language profession in this long-overdue direction, the contributions to this volume provide insightful analyses of foreign-language curriculum, teaching, and learning in a postmodern world and the ways that a range of theoretical frameworks can or already do contribute to our thinking about these issues. The volume gives the reader unfamiliar with theory a thumbnail introduction to a range of models and frameworks, offers numerous practical steps for curriculum design and classroom practice derived from theoretical principles, and also provides fuel for crucial transformative discussions and debates in language departments.

AAUSC 2010: Critical and Intercultural Theory and Language Pedagogy (AAUSC Series)

Reference

Phipps, Alison

Blyth, Carl

Levine, Glenn S.

Foreign Language Study & Reference

Cengage Learning'

The Politics of the Body: Gender in a Neoliberal and Neoconservative Age

Winner of the 2015 FWSA Book PrizeThe body is a site of impassioned, fraught and complex debate inthe West today. In one political moment, left-wingers, academicsand feminists have defended powerful men accused of sex crimes,positioned topless pictures in the tabloids as empowering, andopposed them for sexualizing breasts and undermining theirnatural function. At the same time they have beencriticized by extreme-right groups for ignoring honour killings andother culture-based forms of violence against women.How can we make sense of this varied terrain?In this important and challenging new book, Alison Phippsconstructs a political sociology of womens bodies around keydebates: sexual violence, gender and Islam, sex work andmotherhood. Her analysis uncovers dubious rhetorics and paradoxicalallegiances, and contextualizes these within the powerful coalitionof neoliberal and neoconservative frameworks. She explores howfeminism can be caricatured and vilified at both endsof the political spectrum, arguing that Western feminisms are nowfaced with complex problems of positioning in a world where genderoften comes second to other political priorities.This book provides a welcome investigation into Western politicsaround womens bodies, and will be particularly useful toscholars and upper-level students of sociology, political science,gender studies and cultural studies, as well as to anyoneinterested in how bodies become politicized.

Politics & Social Sciences

Women's Studies

Polity

Winner of the 2015 FWSA Book Prize The body is a site of impassioned, fraught and complex debate in the West today. In one political moment, left-wingers, academics and feminists have defended powerful men accused of sex crimes, positioned topless pictures in the tabloids as empowering, and opposed them for sexualizing breasts and undermining their 'natural' function. At the same time they have been criticized by extreme-right groups for ignoring honour killings and other 'culture-based' forms of violence against women. How can we make sense of this varied terrain? In this important and challenging new book, Alison Phipps constructs a political sociology of women's bodies around key debates: sexual violence, gender and Islam, sex work and motherhood. Her analysis uncovers dubious rhetorics and paradoxical allegiances, and contextualizes these within the powerful coalition of neoliberal and neoconservative frameworks. She explores how 'feminism' can be caricatured and vilified at both ends of the political spectrum, arguing that Western feminisms are now faced with complex problems of positioning in a world where gender often comes second to other political priorities. This book provides a welcome investigation into Western politics around women's bodies, and will be particularly useful to scholars and upper-level students of sociology, political science, gender studies and cultural studies, as well as to anyone interested in how bodies become politicized.

Modern Languages: Learning and Teaching in an Intercultural Field (Teaching & Learning the Humanities in HE series)

`This is an important book. A very important book. It is important because it both challenges traditional understandings of language teaching and learning in universities, and rejects new understandings which only devalue the potential power of language learning…. This is not, however, merely a critique. The authors offer a compelling alternative, and do so in a language and style which mirror the alternative proposed…. The authors illustrate their ideas through snapshots of classroom practices which help to build up a picture of what is meant. Such illustrations are invaluable′ - Teaching in Higher Education ′Every so often a book comes along filled with so much wisdom, critical insight, and sheer humanity that it takes one′s breath away. Modern Languages is such a book. Reclaiming language as both a site of struggle and a crucial sphere of politics, Alison Phipps and Mike Gonzalez make it clear that matters of language lie at the heart of any viable pedagogy in which democracy matters. But not a language(s) drained of critical possibilities, passion, power, or imagination, but language as the context and medium in which meaning is produced, affective investments made, and experiences are given legitimacy. Any educator, parent, student, or citizen of the world who cares about democracy, pedagogy, and the crucial role of modern languages creating the conditions for agency, politics, and, yes, hope should read this book′ - Professor Henry Giroux, Waterbury Chair, Penn State University, USA ′I expect it will become a much-thumbed handbook for teachers in search of inspiration, and I am sure it will be a catalyst to further debate and exploration. But I suspect it may also become a turning point for thinking about modern languages. This book exudes life and hope. It shows a future where languages can thrive because they are an integral and indispensable part of what it means to be human. It is an exhilarating prospect to help to bring that future closer′ - Professor Michael Kelly, Director, Subject Centre for Languages, Linguistics and Area Studies, University of Southampton ′Modern Languages is argumentative in the best sense: it is intellectually ambitious and is making a bold and brave argument of its own. The story is exciting, and offers a radical way of reconceiving teaching and learning in languages. It is written with evident passion and conviction and it seeks to reach out to an audience. The authors come across as committed and even as brilliant teachers. This is a book for its age but yet may have a long shelf-life. It has made me think about modern languages and language teaching and learning in quite new ways′ - Professor Ronald Barnett, Institute of Education, University of London ′This book pushes the traditional field of Modern Languages into new challenges and it crosses intradisciplinary borders between different languages and cultures. It is intrinsically about languaging and about being intercultural. The authors argue that languages are "a social justice issue", give voice to language users in general and to language students in particular and engage into powerful, erudite, reflexive and critical insights. This book portrays language and culture education as a passionate, intelligent and committed undertaking. In sum, it is essential and stimulating reading for those Language and Culture educators, teaching in Modern Language Departments from universities all over the world, who dare′ - Dr Manuela Guilherme, Researcher, Center for Social Studies, Universidade de Coimbra This accessible book aims to challenge and stimulate all those engaged with teaching modern languages in higher education. It is not a `how to′ book; rather it engages with the complex, often paradoxical position of modern languages today, and offers arguments for, and illustrations of the ways in which teachers of modern languages can position themselves critically in that rapidly changing context. It works with the concepts of languaging and being intercultural, which arise from a rigorous examination of research findings, a challenging critique of current models of work within the discipline and a reflection on existing teaching practices. Beginning with an examination of the ′crisis′ in modern languages in the U.K. and North America, the authors draw on data and descriptions of learning experiences in the field and position themselves critically within the debates. Key problems for teachers and learners are identified and elaborated through examples of critical incidents which point to generic as well as specific issues and solutions in teaching languages in higher education. The Teaching &amp; Learning in the Humanities series, edited by Ellie Chambers and Jan Parker, is for beginning and experienced lecturers. It deals with all aspects of teaching individual arts and humanities subjects in higher education. Experienced teachers offer authoritative suggestions on how to become critically reflective about discipline-specific practices.

Education & Teaching

Gonzalez, Mike

Higher & Continuing Education

Sage Publications Ltd.

`This is an important book. A very important book. It is important because it both challenges traditional understandings of language teaching and learning in universities, and rejects new understandings which only devalue the potential power of language learning…. This is not, however, merely a critique. The authors offer a compelling alternative, and do so in a language and style which mirror the alternative proposed…. The authors illustrate their ideas through snapshots of classroom practices which help to build up a picture of what is meant. Such illustrations are invaluable′ - Teaching in Higher Education ′Every so often a book comes along filled with so much wisdom, critical insight, and sheer humanity that it takes one′s breath away. Modern Languages is such a book. Reclaiming language as both a site of struggle and a crucial sphere of politics, Alison Phipps and Mike Gonzalez make it clear that matters of language lie at the heart of any viable pedagogy in which democracy matters. But not a language(s) drained of critical possibilities, passion, power, or imagination, but language as the context and medium in which meaning is produced, affective investments made, and experiences are given legitimacy. Any educator, parent, student, or citizen of the world who cares about democracy, pedagogy, and the crucial role of modern languages creating the conditions for agency, politics, and, yes, hope should read this book′ - Professor Henry Giroux, Waterbury Chair, Penn State University, USA ′I expect it will become a much-thumbed handbook for teachers in search of inspiration, and I am sure it will be a catalyst to further debate and exploration. But I suspect it may also become a turning point for thinking about modern languages. This book exudes life and hope. It shows a future where languages can thrive because they are an integral and indispensable part of what it means to be human. It is an exhilarating prospect to help to bring that future closer′ - Professor Michael Kelly, Director, Subject Centre for Languages, Linguistics and Area Studies, University of Southampton ′Modern Languages is argumentative in the best sense: it is intellectually ambitious and is making a bold and brave argument of its own. The story is exciting, and offers a radical way of reconceiving teaching and learning in languages. It is written with evident passion and conviction and it seeks to reach out to an audience. The authors come across as committed and even as brilliant teachers. This is a book for its age but yet may have a long shelf-life. It has made me think about modern languages and language teaching and learning in quite new ways′ - Professor Ronald Barnett, Institute of Education, University of London ′This book pushes the traditional field of Modern Languages into new challenges and it crosses intradisciplinary borders between different languages and cultures. It is intrinsically about languaging and about being intercultural. The authors argue that languages are "a social justice issue", give voice to language users in general and to language students in particular and engage into powerful, erudite, reflexive and critical insights. This book portrays language and culture education as a passionate, intelligent and committed undertaking. In sum, it is essential and stimulating reading for those Language and Culture educators, teaching in Modern Language Departments from universities all over the world, who dare′ - Dr Manuela Guilherme, Researcher, Center for Social Studies, Universidade de Coimbra This accessible book aims to challenge and stimulate all those engaged with teaching modern languages in higher education. It is not a `how to′ book; rather it engages with the complex, often paradoxical position of modern languages today, and offers arguments for, and illustrations of the ways in which teachers of modern languages can position themselves critically in that rapidly changing context. It works with the concepts of languaging and being intercultural, which arise from a rigorous examination of research findings, a challenging critique of current models of work within the discipline and a reflection on existing teaching practices. Beginning with an examination of the ′crisis′ in modern languages in the U.K. and North America, the authors draw on data and descriptions of learning experiences in the field and position themselves critically within the debates. Key problems for teachers and learners are identified and elaborated through examples of critical incidents which point to generic as well as specific issues and solutions in teaching languages in higher education. The Teaching &amp; Learning in the Humanities series, edited by Ellie Chambers and Jan Parker, is for beginning and experienced lecturers. It deals with all aspects of teaching individual arts and humanities subjects in higher education. Experienced teachers offer authoritative suggestions on how to become critically reflective about discipline-specific practices.

Me, not you: The trouble with mainstream feminism

The Me Too movement, started by Black feminist Tarana Burke in 2006, went viral as a hashtag eleven years later after a tweet by white actor Alyssa Milano. Mainstream movements like #MeToo have often built on and co-opted the work of women of colour, while refusing to learn from them or centre their concerns. Far too often, the message is not 'Me, Too' but 'Me, Not You'. Alison Phipps argues that this is not just a lack of solidarity. Privileged white women also sacrifice more marginalised people to achieve their aims, or even define them as enemies when they get in the way.Me, not you argues that the mainstream movement against sexual violence expresses a political whiteness that both reflects its demographics and limits its revolutionary potential. Privileged white women use their traumatic experiences to create media outrage, while relying on state power and bureaucracy to purge 'bad men' from elite institutions with little concern for where they might appear next. In their attacks on sex workers and trans people, the more reactionary branches of this feminist movement play into the hands of the resurgent far-right.

Social Sciences

Manchester University Press

The Me Too movement, started by Black feminist Tarana Burke in 2006, went viral as a hashtag eleven years later after a tweet by white actor Alyssa Milano. Mainstream movements like #MeToo have often built on and co-opted the work of women of colour, while refusing to learn from them or centre their concerns. Far too often, the message is not ‘Me, Too’ but ‘Me, Not You’. Alison Phipps argues that this is not just a lack of solidarity. Privileged white women also sacrifice more marginalised people to achieve their aims, or even define them as enemies when they get in the way. Me, not you argues that the mainstream movement against sexual violence expresses a political whiteness that both reflects its demographics and limits its revolutionary potential. Privileged white women use their traumatic experiences to create media outrage, while relying on state power and bureaucracy to purge ‘bad men’ from elite institutions with little concern for where they might appear next. In their attacks on sex workers and trans people, the more reactionary branches of this feminist movement play into the hands of the resurgent far-right.

Decolonising Multilingualism: Struggles to Decreate (Writing without Borders, 1) (Volume 1)

What if my own multilingualism is simply that of one who is fluent in way too many colonial languages? If we are going to do this, if we are going to decolonise multilingualism, let's do it as an attempt at a way of doing it. If we are going to do this, let's cite with an eye to decolonising. If we are going to do this then let's improvise and devise. This is how we might learn the arts of decolonising. If we are going to do this then we need different companions. If we are going to do this we will need artists and poetic activists. If we are going to do this, let's do it in a way which is as local as it is global; which affirms the granulations of the way peoples name their worlds. Finally, if we are going to do this, let's do it multilingually.

Multilingual Matters

Review\nA powerful call to decolonise knowledge and resist structures of violence through critical, poetic activism, by unlearning, dialoguing, and embodying the pain and potentialities of de-creation across and between languages, times and spaces. ― Elena Fiddian-Qasmiyeh, University College London, UK\nDecolonising Multilingualism is a beautifully written, deeply personal and intimate account of what it means to decentre and give up power. None of us can step outside our histories, our skin colour, the structural inequalities that position us in ways that are both privileged and uncomfortable. But by engaging with, and reflecting upon, how these contexts and power relations influence our work with others, this little book is both liberating and challenges us to do better. ― Heaven Crawley, Coventry University, UK\nFreire says the role of the colonised is to decolonise the coloniser – Alison Phipps shares her personal journey of such experiences that not only decolonise her but also reveal the hurts and pains of the colonised communities and the gentle wisdom of the lands that offer unconditional healing. These could be stories about courage and vulnerability, but for me I see them as doing what needs to be done: to whakatika (rectify wrongs), with aroha (unconditional love), and discover truth is held in what truly matters – whakapono (faith). ― Piki Diamond, Auckland University of Technology, New Zealand\nThis is a very timely contribution by Alison Phipps. We live in unprecedented times of divisions. Walls and barriers are raised to keep people and nations apart. People who have so much in common including shared languages. In this book, Alison reminds us of the connecting power of languages and multilingualism. She talks about the languages and traditions left behind by those forced to flee their homes and the rich heritage of languages they can bring to their adopted homes. ― Sabir Zazai, CEO of Scottish Refugee Council, UK\nThis collection of chapters and musings represents excellent material to prompt discussions with colleagues (both linguists and non-linguists) and with students, in order to keep questioning Whiteness in research, how to unlearn the ways of the academy, how to decreate when we work in classrooms and share knowledge in writing, and how to bridge our learning and teaching selves. -- Camille Jacob, University of Portsmouth, UK ― BAAL News, Issue 117, Summer 2020\nWith ‘Decolonising Multilingualism: Struggles to Decreate’ Alison Phipps has written a very personal, insightful and passionate account of her efforts to understand the situation of multilingual refugees and migrants and given voice to them. -- Karin Zotzmann, University of Southampton, UK ― Language and Intercultural Communication, 2019\nPhipps provides readers with much inspiration on how to do research and teach 
multilingually in a more reflexive way. As Phipps applies many of the working practices set out in the opening Manifesto that guides her work, the book provides an excellent example of what decolonising multilingual approaches can constitute in practice. As an early career researcher, I also consider Phipps’ book as symbolically important. Many of us may be struggling with questions relating to working in a ‘decolonised’ way, but may not have the freedom or academic authority to confidently attempt new ways of researching and teaching multilingually. Phipps’ book is a first important step towards reshaping some of our working practices. Having an established academic take the lead can encourage and help emerging scholars find their own answers to some of these difficult issues. -- Wine Tesseur Dublin City University, Ireland ― The Translator, 2019\nDecolonising Multilingualism is a potent, passionate, and important warning, an act of witnessing, and a voice of true reason amid the globalized race for profit in linguistic and symbolic commodities. -- David Gramling, University of Arizona, USA ― Critical Multilingualism Studies, 7:3\nI

Tourism and Intercultural Exchange: Why Tourism Matters (Tourism and Cultural Change, 4)

This book asks the question; why is it that tourism matters? It looks at how it is we do tourism and learn to be tourists when we are on holiday. Tourism is a dynamic way of being that may facilitate or hinder intercultural exchange. The ways in which we do tourism and the places in which we are tourists raise practical, material and emotional questions about tourist life. This book draws on both empirical work and a range of theoretical frameworks, arguing that tourism matters precisely because of the lessons it can teach us about living everyday life with others.

Jack, Dr. Gavin

Travel

Channel View Publications

See the best price to sell, buy, or rent books by Phipps, Alison. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Phipps, Alison

See the best price to sell, buy, or rent books by Phipps, Alison. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

AAUSC 2010: Critical and Intercultural Theory and Language Pedagogy (AAUSC Series)

The Politics of the Body: Gender in a Neoliberal and Neoconservative Age

The Politics of the Body: Gender in a Neoliberal and Neoconservative Age

Modern Languages: Learning and Teaching in an Intercultural Field (Teaching & Learning the Humanities in HE series)

Modern Languages: Learning and Teaching in an Intercultural Field (Teaching & Learning the Humanities in HE series)

Me, not you: The trouble with mainstream feminism

Me, not you: The trouble with mainstream feminism

Decolonising Multilingualism: Struggles to Decreate (Writing without Borders, 1) (Volume 1)

Decolonising Multilingualism: Struggles to Decreate (Writing without Borders, 1) (Volume 1)

Tourism and Intercultural Exchange: Why Tourism Matters (Tourism and Cultural Change, 4)