THE DIVERSE COMMUNITY OR THE UNOPPRESSIVE CITY: WHICH IDEAL FOR A TRANSFORMATIVE POLITICS OF DIFFERENCE?

Chapter four turns to a more intimate form of affiliation than either nation or community: family. The period from the 1970s onward has produced the greatest concentration of cycles since modernism, because writers embraced the cycle to express the contingency of being ethnic and American. Family, rather than community or time, is the dominant linking structure for many of these cycles, reflecting how immigration laws placed family and education above country of origin. This chapter focuses on the role of family in the production and reception of Amy Tan’s The Joy Luck Club (1989), Julie Alvarez’s How the García Girls Lost Their Accents (1991), and Jhumpa Lahiri’s Unaccustomed Earth (2008). These cycles argue that subjectivity—and by extension gender and ethnic attachments—derives not only from biological relationships but also from “formative kinship,” which originates in shared experiences that the characters choose to value.

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Gender, Nation, Class: The Politics of Difference in Northern Ireland

Scottish Affairs ◽

10.3366/scot.1997.0008 ◽

1997 ◽

Vol 18 (First Serie (1) ◽

pp. 54-68 ◽

Cited By ~ 6

Author(s):

Carmel Roulston

Keyword(s):

Northern Ireland ◽

Politics Of Difference

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The Treaty of Northampton (1290): A Scottish Charter of Liberties?

The Scottish Historical Review ◽

10.3366/shr.2007.0051 ◽

2007 ◽

Vol 86 (1) ◽

pp. 1-15 ◽

Cited By ~ 1

Author(s):

Wendy B. Stevenson

Keyword(s):

Sense Of Community ◽

Written Expression ◽

Traditional Practice ◽

Detailed Consideration ◽

Constituent Part ◽

Community Or ◽

Per Se ◽

Edward I

Although little detailed consideration has been given to the Treaty of Northampton of 1290 by Scottish historians, it seems to have been implicitly accepted as the sort of treaty which might have been expected in connection with the marriage of two independent rulers at that time. This is in spite of the fact that throughout the twelfth, thirteenth and fourteenth centuries the traditional practice of the rulers of the Angevin and Plantagenet dominions was to rule each constituent part according to its own law and customs. This article examines the reasons why the Scots were not prepared to rely on tradition but insisted on a written promise from Edward I that Scotland would remain independent of England. It also suggests that the treaty is more than a written expression of traditional practice. It has a number of specific clauses which, it is argued, give the treaty the character of a charter of liberties. These were intended to prevent the imposition on the Scots of particular aspects of Plantagenet rule in England which burdened its subjects much more severely than the rule of Scottish kings had burdened the Scots. The Scots' wish to remain independent after the proposed union of the crowns and their struggle to maintain that independence after the death of the Maid are generally seen as manifestations of a sense of community or regnal solidarity. The terms of the Treaty of 1290 suggest that it was not just from a desire to be a separate political entity per se that the Scots fought during the so-called Wars of Independence but also because the Scots were anxious to avoid the more oppressive aspects of Plantagenet rule even before they had experience of this after Edward I's conquest of 1296.

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Review: Racism and Cultural Studies: Critiques of Multiculturalist Ideology and the Politics of Difference by E. San Juan, Jr.

Ethnic Studies Review ◽

10.1525/esr.2002.25.1.70 ◽

2002 ◽

Vol 25 (1) ◽

pp. 70-71

Author(s):

Joel Wendland

Keyword(s):

Cultural Studies ◽

San Juan ◽

Politics Of Difference

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Challenges of Academic Assessment in the Community or Region Where I Work

European Journal of Interdisciplinary Studies ◽

10.26417/ejis.v8i1.p60-64 ◽

2017 ◽

Vol 8 (1) ◽

pp. 60

Author(s):

Phd.Can Elsa Vula

Keyword(s):

Empirical Research ◽

Foreign Languages ◽

Teaching Approaches ◽

Academic Assessment ◽

Community Or ◽

Work Related ◽

Theoretical Part ◽

Reliable Assessment ◽

Teachers And Students ◽

Speaking Skill

Challenges of assessment might come up from different reasons or circumstances which generate huge obstacles and dissatisfactions for teachers and students in the same time. Meanwhile, teachers of foreign languages see them as barriers or complications due to an effective and reliable assessment. Firstly, this paper elaborates on theoretical part of assessment, as a crucial tool to measure students’ performance of speaking, as a significant English skill, and then it is presented the elaboration of challenge and its sub-challenges during my work as an English assistant at my tutorial classes on a specific course such as “Integrated English Skill III”, particularly focusing on speaking skill. After it, there is an expansion of others’ research done on this issue, supported by different teaching approaches, and relying on others’ work related to such issue. And at the end of this paper it can be found the summary and recommendations, which wereconducted from the empirical research.

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