scholarly journals Editorial Introduction

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Keyword(s):  
South Africa ◽  
English Language ◽  
Human Condition ◽  
Editorial Introduction ◽  
Editorial Team ◽  
Postdoctoral Fellow ◽  
Colonial India ◽  
Indian Nationalism ◽  
Prime Location

The Editors are proud to present the first issue of the fifth volume of the JIOWS. This issue represents a number of innovations in IOW studies and for our journal.Firstly, we present a special feature on port-towns in the IOW, organized and guest edited by Vidhya Raveendranathan and Duane Corpis. This special feature stems from an interdisciplinary conference held at NYU Shanghai in 2019 and adds perspectives focusing on labour and infrastructure to our understanding of the IOW’s port-towns, past and present. Raveendranathan has written a historiographical primer and has introduced the four articles contained within the feature in the Guest Editors’ Introduction. We are also thrilled to announce that she has agreed to join the permanent editorial team as a Managing Editor following the publication of this issue. We look forward to continuing our work together moving forwards.Secondly, we present two articles dealing with separate issues in IOW studies. Nancy Wright engages the work of Lindsey Collen, a Mauritian novelist, to challenge the thematic paradigms of ‘centre’ and ‘margins’ in the literature of the IOW. She argues that, through using the English language and folklore in her writing, Collen brings the margins to the centre, thereby obliviating an assumed analytical dichotomy. Collen’s work transforms this and other dichotomies by narrating the human condition across gender, class, and nation. Meanwhile, Heena Mistry re-visits the repatriation debate in India following the abolition of indenture in 1917. By drawing on the work of an ‘ocean-crossing activist’ and a journalist with significant links to South Africa, she sheds new light on Indian diasporic perspectives of late colonial India and the IOW. Here, the IOW perspective challenges better-known histories of Indian Nationalism and anticolonialism that focus largely on developments occurring within India itself.Finally, we are proud to launch the Book Reviews section of the JIOWS with Zozan Pehlivan as Book Reviews’ Editor. As Pehlivan is a former postdoctoral fellow at the IOWC, we are especially excited to renew our formal collaboration with her in this new role. In this issue, we present reviews of two exciting publications in IOW studies: Wilson Chacko Jacob’s For God or Empire and Laleh Khalili’s Sinews of War and Trade. We hope to build on and expand our book reviews section moving forwards, making the JIOWS the prime location in which scholarship pertaining to the IOW is discussed and analysed.

Book Reviews

2007 ◽  
Vol 5 ◽  
pp. 251-292
Author(s):  
Tor A. Åfarli ◽  
Jarosław Jakielaszek ◽  
Iwona Witczak-Plisiecka ◽  
Wiktor Pskit ◽  
Jolanta Szpyra-Kozłowska ◽  
...  
Keyword(s):  
New York ◽  
Southeast Asia ◽  
English Language ◽  
Oxford University ◽  
East And Southeast Asia ◽  
Adverbial Modification ◽  
Secondary Predication ◽  
Oxford University Press

Nikolaus P. Himmelmann, Eva F. Schultze-Berndt (eds), Secondary Predication and Adverbial Modification: The Typology of Depictives, Oxford: Oxford University Press, 2005. xxv + 448 pages Edward L. Keenan, Edward P. Stabler, Bare Grammar: Lectures on Linguistic Invariants. Stanford: CSLI Publications, 2003. 192 pp. Siobhan Chapman, Thinking about Language. Theories of English. Houndsmills and New York: Palgrave Macmillan, 2006. X + 174 pages. pb (Series: Perspectives on the English Language) Judith Rodby, W. Ross Winterowd, The Uses of Grammar, Oxford: Oxford & New York: Oxford University Press, 2005. xiv + 274 pp. Laura J. Downing, Alan T. Hall and Renate Raffelsiefen (eds), Paradigms in Phonological Theory. Oxford: Oxford University Press, 2005. 349 pages. Max W. Wheeler, The Phonology of Catalan. (The Phonology of the World’s Languages). Oxford: Oxford University Press, 2005. XI + 387 pp. Jan-Olof Svantesson, Anna Tsendina, Anastasia Karlson, and Vivan Franzén, The Phonology of Mongolian. Oxford: Oxford University Press, 2005. Pp. xix + 314. Cliff Goddard, The Languages of East and Southeast Asia. An Introduction. Oxford: Oxford University Press, 2005. pp. xvi + 315.

Reinventing Ramanand: Caste and History in Gangetic India

1996 ◽  
Vol 30 (3) ◽  
pp. 549-571 ◽  
Author(s):  
William R. Pinch
Keyword(s):  
Twentieth Century ◽  
English Language ◽  
Ninth Century ◽  
Religious History ◽  
North India ◽  
Colonial India ◽  
Indian History ◽  
Early Twentieth Century ◽  
Literature And Religion ◽  
History Of

According to Sir George Grierson, one of the pre-eminent Indologists of the early twentieth century, Ramanand led ‘one of the most momentous revolutions that have occurred in the religious history of North India.’Yet Ramanand, the fourteenth-century teacher of Banaras, has been conspicuous by his relative absence in the pages of English-language scholarship on recent Indian history, literature, and religion. The aims of this essay are to reflect on why this is so, and to urge historians to pay attention to Ramanand, more particularly to the reinvention of Ramanand by his early twentieth-century followers, because the contested traditions thereof bear on the vexed issue of caste and hierarchy in colonial India. The little that is known about Ramanand is doubly curious considering that Ramanandis, those who look to Ramanand for spiritual and community inspiration, are thought to comprise the largest and most important Vaishnava monastic order in north India. Ramanandis are to be found in temples and monasteries throughout and beyond the Hindi-speaking north, and they are largely responsible for the upsurge in Ram-centered devotion in the last two centuries. A fairly recent anthropological examination of Ayodhya, currently the most important Ramanand pilgrimage center in India, has revealed that Ramanandi sadhus, or monks, can be grouped under three basic headings: tyagi (ascetic), naga (fighting ascetic), and rasik (devotional aesthete).4 The increased popularity of the order in recent centuries is such that Ramanandis may today outnumber Dasnamis, the better-known Shaiva monks who look to the ninth-century teacher, Shankaracharya, for their organizational and philosophical moorings.

scholarly journals Book Reviews

2003 ◽  
Vol 21 (1) ◽  
pp. 102
Author(s):  
John Sivell ◽  
Ellen Pilon
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Writing Skills ◽  
English Language Teaching ◽  
Reading And Writing

Reviews of: 'How to Teach English: An Introduction to the Practice of English Language Teaching,' by Jeremy Harmer; and 'Focusing on IELTS: Reading and Writing Skills,' by Kerry O'Sullivan and Jeremy Lindeck.

Book Reviews

2000 ◽  
Vol 38 (1) ◽  
pp. 115-165 ◽  
Keyword(s):  
English Language ◽  
Value Added ◽  
General Purpose ◽  
Original Research ◽  
Book Selection ◽  
Economic Association ◽  
Single Well ◽  
Selection Of ◽  
Made In

Editor's Note: Guidelines for Selecting Books to Review Occasionally, we receive questions regarding the selection of books reviewed in the Journal of Economic Literature. A statement of our guidelines for book selection might be useful, therefore. The general purpose of our book reviews is to help keep members of the American Economic Association informed of significant English-language publications in economics research. Annotations are published of all books received. However, we receive many more books than we are able to review so choices must be made in selecting books for review. We try to identify for review scholarly, well-researched books that embody serious and original research on a particular topic. We do not review textbooks. Other things equal, we avoid volumes of collected papers such as festschriften and conference volumes. Often such volumes pose difficult problems for the reviewer who may find himself having to describe and evaluate many different contributions. Among such volumes, we prefer those on a single, well-defined theme that a typical reviewer may develop in his review. A volume that collects together papers from a wide assortment of different topics is not preferred to one devoted exclusively to one topic. We avoid volumes that collect previously published papers unless there is some material value added from bringing the papers together. Also, we refrain from reviewing second or revised editions unless the revisions of the original edition are really substantial. Our policy is not to accept offers to review (and unsolicited reviews of) particular books. We have examined the consequences of an alternative policy and have determined that we lack the resources to deal appropriately with unsolicited reviews. Coauthorship of reviews is not forbidden but discouraged and we ask our invited reviewers to discuss with us first any changes in the authorship or assigned length of a review. [Reprinted from JEL, March 1992, 30(1), p. vi.]

scholarly journals Editorial

2014 ◽  
Vol 37 (3) ◽  
pp. 190-197 ◽  
Author(s):  
Ingrid Piller
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Social Order ◽  
Social Inclusion ◽  
English Language ◽  
Equal Opportunity ◽  
Linguistic Diversity ◽  
English Language Proficiency ◽  
Editorial Introduction ◽  
Original Research

This editorial introduction orients the reader to current public debates and the state of research with regard to the intersection of linguistic diversity and social inclusion in contemporary Australia. These are characterised by a persistent lack of attention to the consequences of linguistic diversity for our social organisation. The editorial introduction serves to frame the five original research articles that comprise this special issue and identifies the key challenges that linguistic diversity presents for a fair and just social order. These challenges run as red threads through all the articles in this issue and include the persistent monolingual mindset which results in a pervasive language blindness and an inability to even identify language as an obstacle to inclusion. Furthermore, where language is recognised as an obstacle to inclusion this usually takes the form of assuming that an individual suffers from a lack of English language proficiency. Improving English language proficiency is then prescribed as a panacea for inclusion. However, on close examination that belief in itself can constitute a form of exclusion with detrimental effects both on language learning and equal opportunity.

BEYOND BENGAL: GENDER, EDUCATION, AND THE WRITING OF COLONIAL INDIAN HISTORY

2014 ◽  
Vol 42 (3) ◽  
pp. 535-551 ◽  
Author(s):  
Benjamin D. O'Dell
Keyword(s):  
Education Reform ◽  
English Language ◽  
Historical Record ◽  
Indian Education ◽  
Colonial Education ◽  
Colonial India ◽  
Indian History ◽  
British Raj ◽  
Gender Education ◽  
Political Speeches

Few topics connected to the studyof colonial India have produced quite as much scholarship in recent years as the issue of colonial Indian education reform. The past decade alone has witnessed the publication of no fewer than eight English-language books on the subject, as well as a steady stream of journal articles. Part of the appeal of such research is no doubt a result of India's privileged place in the British Empire during the nineteenth century. In 1881, India's first complete census documented the existence of 253,891,821 Indian subjects living under the British Raj – or, to put it another way, a population nearly ten times the size of England and Wales's own population during the same period. For scholars, education offers a particularly fruitful site for understanding British colonial ideology. In addition, it provides an important glimpse into the lives of Indian subjects. An extensive print archive, manifest in sources as diverse as political speeches, bureaucratic files, periodicals, and memoirs, has greatly aided research into the development of colonial education. At the same time, the tendency for research to privilege particular regional focuses has left troublesome gaps in the historical record.

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