Kevin McDonough and Walter Feinberg (eds)
- Published in print:
- 2003
- Published Online:
- January 2005
- ISBN:
- 9780199253661
- eISBN:
- 9780191601972
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0199253668.001.0001
- Subject:
- Political Science, Political Theory
The essays in the volume address educational issues that arise when national, sub-national, and supra-national identities compete. These include: how to determine the limits to parental educational ...
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The essays in the volume address educational issues that arise when national, sub-national, and supra-national identities compete. These include: how to determine the limits to parental educational rights when liberalism’s concern to protect and promote children’s autonomy conflicts with the desire to maintain communal integrity; whether, given the advances made by the forces of globalization, the liberal–democratic state can morally justify its traditional purpose of forging a cohesive national identity or whether increasing globalization has rendered this educational aim obsolete and morally corrupt; and whether liberal education should instead seek to foster a sense of global citizenship, even if doing so would suppress patriotic identification. In addressing these and many other questions, the volume examines the theoretical and practical issues at stake between nationalists, multiculturalists, and cosmopolitans in the field of education. The 15 essays included (which were originally presented at a symposium on ‘Collective Identities and Cosmopolitan Values: Group Rights and Public Education in Liberal–Democratic Societies’, held in Montreal from June 22 to 25, 2000), and an introductory essay by the editors, provide a genuine, productive dialogue between political and legal philosophers and educational theorists. The essays are arranged in three parts: I: Cosmopolitanism, Liberalism and Common Education (six chapters); II: Liberalism and Traditionalist Education (four chapters); and III: Liberal Constraints on Traditionalist Education (five chapters).Less
The essays in the volume address educational issues that arise when national, sub-national, and supra-national identities compete. These include: how to determine the limits to parental educational rights when liberalism’s concern to protect and promote children’s autonomy conflicts with the desire to maintain communal integrity; whether, given the advances made by the forces of globalization, the liberal–democratic state can morally justify its traditional purpose of forging a cohesive national identity or whether increasing globalization has rendered this educational aim obsolete and morally corrupt; and whether liberal education should instead seek to foster a sense of global citizenship, even if doing so would suppress patriotic identification. In addressing these and many other questions, the volume examines the theoretical and practical issues at stake between nationalists, multiculturalists, and cosmopolitans in the field of education. The 15 essays included (which were originally presented at a symposium on ‘Collective Identities and Cosmopolitan Values: Group Rights and Public Education in Liberal–Democratic Societies’, held in Montreal from June 22 to 25, 2000), and an introductory essay by the editors, provide a genuine, productive dialogue between political and legal philosophers and educational theorists. The essays are arranged in three parts: I: Cosmopolitanism, Liberalism and Common Education (six chapters); II: Liberalism and Traditionalist Education (four chapters); and III: Liberal Constraints on Traditionalist Education (five chapters).
Timothy Johnston
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780199604036
- eISBN:
- 9780191731600
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199604036.003.0005
- Subject:
- History, European Modern History, Political History
The official cultural identity of the USSR shifted rapidly in the early Cold War. Three different campaigns expressed this new identity amongst different groups: the Zhdanovshchina, the Lysenko-led ...
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The official cultural identity of the USSR shifted rapidly in the early Cold War. Three different campaigns expressed this new identity amongst different groups: the Zhdanovshchina, the Lysenko-led assault on Michurinism, and the Anti-Cosmopolitan Campaign. These campaigns attacked ‘kowtowing’ before capitalist culture and reinforced the self-sufficiency and superiority of Soviet civilization. Most Soviet scientists and artists adapted successfully to the new language of Sovietness, performing, reappropriating, and avoiding the demands of the ideological campaigns. On a popular level, American cinema, jazz, and clothing styles remained popular. However, even those such as the stiliagi who styled themselves in an explicitly ‘American’ manner were ‘tactically’ negotiating the boundaries of Soviet and un-Soviet style, rather than resisting Soviet power. The glamour and chic, as well as the threatening nature, of the outside world remained a structural feature of the Soviet post-war mentalité.Less
The official cultural identity of the USSR shifted rapidly in the early Cold War. Three different campaigns expressed this new identity amongst different groups: the Zhdanovshchina, the Lysenko-led assault on Michurinism, and the Anti-Cosmopolitan Campaign. These campaigns attacked ‘kowtowing’ before capitalist culture and reinforced the self-sufficiency and superiority of Soviet civilization. Most Soviet scientists and artists adapted successfully to the new language of Sovietness, performing, reappropriating, and avoiding the demands of the ideological campaigns. On a popular level, American cinema, jazz, and clothing styles remained popular. However, even those such as the stiliagi who styled themselves in an explicitly ‘American’ manner were ‘tactically’ negotiating the boundaries of Soviet and un-Soviet style, rather than resisting Soviet power. The glamour and chic, as well as the threatening nature, of the outside world remained a structural feature of the Soviet post-war mentalité.
Christine Leteux
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780813166438
- eISBN:
- 9780813166728
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813166438.003.0017
- Subject:
- Film, Television and Radio, Film
Following a disagreement with Metro about production costs, Capellani left the company for good in spite of the huge success of The Red Lantern. He decided to become an independent producer himself. ...
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Following a disagreement with Metro about production costs, Capellani left the company for good in spite of the huge success of The Red Lantern. He decided to become an independent producer himself. Albert Capellani Productions started in 1919 with an innovative “filmusical-comedy” after P. G. Wodehouse, Oh Boy! Capellani produced eight features, but the company encountered severe financial difficulties following the destruction of the studio laboratory. By 1920, the company was dead, and Capellani had to sign a contract with Cosmopolitan Productions, headed by William Randolph Hearst.Less
Following a disagreement with Metro about production costs, Capellani left the company for good in spite of the huge success of The Red Lantern. He decided to become an independent producer himself. Albert Capellani Productions started in 1919 with an innovative “filmusical-comedy” after P. G. Wodehouse, Oh Boy! Capellani produced eight features, but the company encountered severe financial difficulties following the destruction of the studio laboratory. By 1920, the company was dead, and Capellani had to sign a contract with Cosmopolitan Productions, headed by William Randolph Hearst.
Christine Leteux
- Published in print:
- 2016
- Published Online:
- May 2016
- ISBN:
- 9780813166438
- eISBN:
- 9780813166728
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813166438.003.0018
- Subject:
- Film, Television and Radio, Film
Capellani made four films for Cosmopolitan, including The Young Diana (1922), with Hearst’s mistress Marion Davies. His last years in America were difficult, and Capellani was no doubt thinking of ...
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Capellani made four films for Cosmopolitan, including The Young Diana (1922), with Hearst’s mistress Marion Davies. His last years in America were difficult, and Capellani was no doubt thinking of going back to France, making frequent travels back to his home country. His health was also an important factor; he was suffering from diabetes, then incurable. The intense activity of the past years was taking its toll. Capellani left the United States for France in 1922.Less
Capellani made four films for Cosmopolitan, including The Young Diana (1922), with Hearst’s mistress Marion Davies. His last years in America were difficult, and Capellani was no doubt thinking of going back to France, making frequent travels back to his home country. His health was also an important factor; he was suffering from diabetes, then incurable. The intense activity of the past years was taking its toll. Capellani left the United States for France in 1922.
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199752164
- eISBN:
- 9780199363179
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199752164.003.0008
- Subject:
- Sociology, Culture
This chapter considers three dominant social imaginaries that have taken hold in the contemporary setting. One is built around a particular fantasy of recognition, in which the bases of legitimacy of ...
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This chapter considers three dominant social imaginaries that have taken hold in the contemporary setting. One is built around a particular fantasy of recognition, in which the bases of legitimacy of national space are predicated on the conditions of transnational finance capital. A second builds on an elite understanding of processes of neoliberalization as inherently experimental, uneven, and “variegated”—an understanding designed to admit economic crisis or market failure as an integral part of long-term political-economic transformation rather than an aberration. The third imaginary relies on the magical qualities attributed to brand management by its practitioners, advocates, and the general public. The chapter proposes that the mundane practices of nation branding do perpetuate the nation form, because they perpetuate a conversation about what the nation is for in a global context and about what it means to be a national citizen amid cosmopolitan conceptualizations. However, the form of recognition that nation branding offers is deeply problematic. Although nation branding promotes “wealth” in finance-capital-intensive, attention-intensive, and knowledge- or experience-intensive economies, other forms of collective wealth may be lost in the process.Less
This chapter considers three dominant social imaginaries that have taken hold in the contemporary setting. One is built around a particular fantasy of recognition, in which the bases of legitimacy of national space are predicated on the conditions of transnational finance capital. A second builds on an elite understanding of processes of neoliberalization as inherently experimental, uneven, and “variegated”—an understanding designed to admit economic crisis or market failure as an integral part of long-term political-economic transformation rather than an aberration. The third imaginary relies on the magical qualities attributed to brand management by its practitioners, advocates, and the general public. The chapter proposes that the mundane practices of nation branding do perpetuate the nation form, because they perpetuate a conversation about what the nation is for in a global context and about what it means to be a national citizen amid cosmopolitan conceptualizations. However, the form of recognition that nation branding offers is deeply problematic. Although nation branding promotes “wealth” in finance-capital-intensive, attention-intensive, and knowledge- or experience-intensive economies, other forms of collective wealth may be lost in the process.
Michael Lister
- Published in print:
- 2008
- Published Online:
- September 2012
- ISBN:
- 9780748633418
- eISBN:
- 9780748671977
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748633418.003.0004
- Subject:
- Political Science, Political Theory
The traditional model of citizenship is one based at the state level. Yet developments (processes of globalisation along with growing pluralisation of western societies) have led some to call this ...
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The traditional model of citizenship is one based at the state level. Yet developments (processes of globalisation along with growing pluralisation of western societies) have led some to call this state-centric model into question. As rights become increasingly based not upon nationality but residency (as human rights discourses become more prominent), and political activism on global causes is directed beyond the nation state, citizenship seems to be changing its locus. In this chapter we will examine these theories of post-national and cosmopolitan citizenship, and probe similarities and differences.Less
The traditional model of citizenship is one based at the state level. Yet developments (processes of globalisation along with growing pluralisation of western societies) have led some to call this state-centric model into question. As rights become increasingly based not upon nationality but residency (as human rights discourses become more prominent), and political activism on global causes is directed beyond the nation state, citizenship seems to be changing its locus. In this chapter we will examine these theories of post-national and cosmopolitan citizenship, and probe similarities and differences.
Sonia Livingstone and Julian Sefton-Green
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9781479884575
- eISBN:
- 9781479863570
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9781479884575.003.0006
- Subject:
- Society and Culture, Media Studies
How does it feel to be a student at school? In chapter 5 we examine the texture of experience in the classroom, a place where children and young people spend many long hours. At Victoria Forest ...
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How does it feel to be a student at school? In chapter 5 we examine the texture of experience in the classroom, a place where children and young people spend many long hours. At Victoria Forest School, located in the cosmopolitan suburbs of London, a typical class encompassed wide variation in socioeconomic status and ethnicity and, therefore, in parental aspirations and resources as well as cultural values and traditions. Our fieldwork revealed an overriding concern on the part of teachers and the school for maintaining social order—to enable both effective learning of the curriculum and also, more subtly, learning what has been called “the hidden curriculum.” We analyze this in terms of the demands of civility—how students are required to fit in and get along with each other, at least superficially, although as we also show, these normative demands are nowadays far from “hidden.” Is this a matter of democratic, even cosmopolitan, ideals of an open and tolerant community? Or is it a way of ensuring conformity to white middle-class norms among a diverse population? Mass and digital media were used by teachers—and tolerated by students—for offering a shared worldview that supports rather than disrupts the norms of civility. The chapter also examines how peer-to-peer relationships are valued by young people within the more authoritarian constraints of the school.Less
How does it feel to be a student at school? In chapter 5 we examine the texture of experience in the classroom, a place where children and young people spend many long hours. At Victoria Forest School, located in the cosmopolitan suburbs of London, a typical class encompassed wide variation in socioeconomic status and ethnicity and, therefore, in parental aspirations and resources as well as cultural values and traditions. Our fieldwork revealed an overriding concern on the part of teachers and the school for maintaining social order—to enable both effective learning of the curriculum and also, more subtly, learning what has been called “the hidden curriculum.” We analyze this in terms of the demands of civility—how students are required to fit in and get along with each other, at least superficially, although as we also show, these normative demands are nowadays far from “hidden.” Is this a matter of democratic, even cosmopolitan, ideals of an open and tolerant community? Or is it a way of ensuring conformity to white middle-class norms among a diverse population? Mass and digital media were used by teachers—and tolerated by students—for offering a shared worldview that supports rather than disrupts the norms of civility. The chapter also examines how peer-to-peer relationships are valued by young people within the more authoritarian constraints of the school.
Kendahl Radcliffe, Jennifer Scott, and Anja Werner
- Published in print:
- 2014
- Published Online:
- January 2016
- ISBN:
- 9781628461558
- eISBN:
- 9781626740839
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781628461558.003.0011
- Subject:
- History, African-American History
The authors argue, that a focus on Black intellectualism dissolves binary oppositions—as Paul Gilroy, W.E.B. DuBois, and others have attempted to do in their explorations of “double consciousness” ...
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The authors argue, that a focus on Black intellectualism dissolves binary oppositions—as Paul Gilroy, W.E.B. DuBois, and others have attempted to do in their explorations of “double consciousness” and other (intellectual) ways in which people of African descent have proactively negotiated their heritage, past, and present in the face of external conditions of hardship and change. Studies on Black Intellectualism create a space for understanding self-determined, conscious actions and creative choices, without ignoring historical and systemic obstacles of inequality, discrimination, violence, enslavement, misfortune or other circumstances that may victimize. New literature focusing on the intellectualism of the Black Atlantic and beyond can now go further to make more connections across time and space and to show how these inventive connections and collaborations are an inherent part of the process of facing uncertainty, movement and change By moving beyond traditional and formerly limiting geographical, historical, and conceptual categories of the “Black Atlantic,” we expand and liberate this discourse to make possible the study of how movement to “anywhere but here” helped individuals to arrive at where they needed to be spiritually, socially, politically, and culturally.Less
The authors argue, that a focus on Black intellectualism dissolves binary oppositions—as Paul Gilroy, W.E.B. DuBois, and others have attempted to do in their explorations of “double consciousness” and other (intellectual) ways in which people of African descent have proactively negotiated their heritage, past, and present in the face of external conditions of hardship and change. Studies on Black Intellectualism create a space for understanding self-determined, conscious actions and creative choices, without ignoring historical and systemic obstacles of inequality, discrimination, violence, enslavement, misfortune or other circumstances that may victimize. New literature focusing on the intellectualism of the Black Atlantic and beyond can now go further to make more connections across time and space and to show how these inventive connections and collaborations are an inherent part of the process of facing uncertainty, movement and change By moving beyond traditional and formerly limiting geographical, historical, and conceptual categories of the “Black Atlantic,” we expand and liberate this discourse to make possible the study of how movement to “anywhere but here” helped individuals to arrive at where they needed to be spiritually, socially, politically, and culturally.
Anthony Slide
- Published in print:
- 2010
- Published Online:
- March 2014
- ISBN:
- 9781604734133
- eISBN:
- 9781621034322
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781604734133.003.0002
- Subject:
- Film, Television and Radio, Film
This chapter describes the origins of the fan magazine, which goes back to the popular general magazines promoting consumer culture and social issues that began publication in the 1880s and 1890s. ...
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This chapter describes the origins of the fan magazine, which goes back to the popular general magazines promoting consumer culture and social issues that began publication in the 1880s and 1890s. These new publications, from which the first fan magazines borrowed their graphics and their style, included Munsey’s (founded in 1886 by Frank Munsey), McClure’s (founded in 1893 by S. S. McClure), and Cosmopolitan (founded in 1886 and taken over by William Randolph Hearst in 1905), followed in the early years of the twentieth century by the Saturday Evening Post and the Ladies’ Home Journal.Less
This chapter describes the origins of the fan magazine, which goes back to the popular general magazines promoting consumer culture and social issues that began publication in the 1880s and 1890s. These new publications, from which the first fan magazines borrowed their graphics and their style, included Munsey’s (founded in 1886 by Frank Munsey), McClure’s (founded in 1893 by S. S. McClure), and Cosmopolitan (founded in 1886 and taken over by William Randolph Hearst in 1905), followed in the early years of the twentieth century by the Saturday Evening Post and the Ladies’ Home Journal.
Bonnie C. Wade
- Published in print:
- 2014
- Published Online:
- May 2014
- ISBN:
- 9780226085210
- eISBN:
- 9780226085494
- Item type:
- chapter
- Publisher:
- University of Chicago Press
- DOI:
- 10.7208/chicago/9780226085494.003.0004
- Subject:
- Music, Ethnomusicology, World Music
Chapter Three with Chapter Four explores the environment of shared cultural space that was created by systematically introducing Western music in Japan. That action situated Japan within global ...
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Chapter Three with Chapter Four explores the environment of shared cultural space that was created by systematically introducing Western music in Japan. That action situated Japan within global cosmopolitan culture, as explored in Chapter Three. Early institutional connections with German, French, and American musics are reviewed, then motivations of individual Japanese composers for seeking experience in the United States or Europe. Cultural capital thereby accrued is factored in, as seen through Seiji Ozawa, Toru Takemitsu, and others. Types of international connections made by individual composers are elucidated, as are possibilities afforded by international events such as the Takemitsu Composition Award.Less
Chapter Three with Chapter Four explores the environment of shared cultural space that was created by systematically introducing Western music in Japan. That action situated Japan within global cosmopolitan culture, as explored in Chapter Three. Early institutional connections with German, French, and American musics are reviewed, then motivations of individual Japanese composers for seeking experience in the United States or Europe. Cultural capital thereby accrued is factored in, as seen through Seiji Ozawa, Toru Takemitsu, and others. Types of international connections made by individual composers are elucidated, as are possibilities afforded by international events such as the Takemitsu Composition Award.
