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“Incompetence” is not an objective state lacking competence nor a kind of deficiency that needs to be filled. Rather, it is a constructed state that is productive, working in tandem with its opposite, “competence.” Perception of incompetence/competence works as what Michel Foucault (1977) calls a technology of “normalization” that pushes individuals to aspire to follow a shared norm, while hierarchically differentiating individuals according to their proximity to the aspired norm. The notion of incompetence is thus “productive” in that it turns individuals into specific kinds of “subjects” (Foucault 1977). The Politics of “Incompetence”: Learning Language, Relations of Power, and Daily Resistance further investigates other productive processes around the perception of “incompetence” specifically through its intersections with various ideologies—“academic achievement,” teacher-student hierarchy, “native speaker” ideology, normative unit thinking, and privilege of vulnerability—as such intersections generate new knowledge, new reflection on one's assumptions and privilege, new space for marginalized language, and more. This volume opens up a new area of study—productive cultural politics of “incompetence”—by focusing on language learning in diverse contexts: Japanese as a Foreign Language classrooms in US colleges, Italian language tourism in Italy, and indigenous Māori language revitalization at an Aotearoa/New Zealand school.

This book focuses on queer people and their encounters with international law.Traversing a wide range of topics, from trans discrimination and conversion therapy to sadomasochism and abolitionism, this book asks questions about the (im)possibility of freedom and equality for queer communities in the world and the role that different areas of international law have to play in such a pursuit. It considers how queer lives and bodies are rendered legible or illegible to the law through how we define concepts such as ‘gender [identity]'or ‘private life'. It also reflects on whether legal activism focused on LGBTIQA+ rights can ever reflect the insights of queer theory. The book engages with new issues in international law, such as recent contestation over the meaning of ‘gender'in international human rights law and international criminal law. It also showcases the diversity of approaches to queering international law that are emerging. While some chapters offer a critique of international law's violent and exclusionary tendencies, others re-invest in international law as a tool in the struggle for queer liberation by seeking to re-imagine it in queer directions. The questions addressed in this book are wide-ranging and approached differently by the authors. However, all centre on the complex relationship between international law, queer theory, and queer lives and what the future holds for these encounters going forward.This collection of queer encounters with international law will be invaluable to scholars of international law, human rights, and international relations with an interest in critical approaches to these areas, as well as to researchers, activists, and practitioners working in cultural, gender, and sexuality studies.

This book presents ecological perspectives towards early language education that conceptualise the phenomenon of interactions between child language-based agency, teachers'agency, peers'agency and parents'agency, consequently furthering insights into the lives of young children growing up in multilingual homes.Drawing on rich empirical research evidence, the book explores teachers'and family strategies and practices aimed at enhancing children's interest in home language maintenance and enrichment as well as in the novel language learning. It defines early language education as the education of children up to the age of 6 and considers international evidence of children's language from diverse sociolinguistic backgrounds and indigenous, endangered, heritage, regional, minority, majority, and marginalized languages, as well as foreign and second languages in education at home and out-of-home settings. It claims that only through collaboration between teachers, families, peers, and close environment, can the child be engaged in early language learning and fully experience his or her potential to act as agent in a novel language learning.The book will be of great interest to researchers, academics, and postgraduate students in the fields of language education, multilingualism, applied linguistics, and early childhood education. Practitioners in these fields may also find the volume a valuable resource.

Offering a vital, critical contribution to debates on gender, sexuality and schooling in South Africa, this book highlights how South African educational practices, discourses and structures normalize cisheteronormativity, along with how these are resisted within schools and through contemporary forms of activism. Not only does it add fresh insights to the existing research literature on gender, sexualities and schooling, it also underscores the valuable contributions of queer and transgender social movements, which have made influential legislative, teaching, learning and support contributions to education. Drawing on ethnographic research with queer and transgender activists, teachers, school managers, parents and school attending youth, the book provides everyday real-life quotes and observations offering a deeply critical contribution to the debates on gender and sexualities, education and activism. Using spatial and affect theories, it troubles the assumptions that frame this field of research to make a novel contribution to the national and international literature and research. The book provides research-based insights for thinking about and calls for informed action to challenging cisheteronormativity within and beyond schools.

La denominada superdiversidad (Vertovec, 2007), producto de la intensificación de la globalización y las ideologías neoliberales, no solo se manifiesta en las grandes metrópolis, sino que también emerge en las áreas periféricas y rurales (Wang et al., 2014). Los procesos sociolingüísticos vinculados a estas transformaciones requieren nuevos planteamientos metodológicos, tanto en la investigación sociolingüística como en las posibles aplicaciones en el ámbito educativo. En este marco, los trabajos incluidos en este volumen colectivo constituyen una muestra representativa de aportaciones, que permiten poner cara a cara diferentes propuestas metodológicos y datos procedentes de escenarios sociolingüísticos super-diversos de índole diversa. Una parte central del monográfico girará en torno a la emergencia de la superdiversidad y del multilingüismo conectado con la migración en investigaciones desarrolladas en la Galicia rururbana, escasamente investigada. Los capítulos restantes introducirán otros escenarios y contextos que permitirán contrastar y ofrecer una visión panorámica de métodos y aplicaciones.

Children are the future architects, clients and users of our buildings. The kinds of architectural worlds they are exposed to in picturebooks during their formative years may be assumed to influence how they regard such architecture as adults. Contemporary urban environments the world over represent the various stages of modernism in architecture. This book reads that history through picturebooks and considers the kinds of national identities and histories they construct.Twelve specialist essays from international scholars address questions such as: Is modern architecture used to construct specific narratives of childhood? Is it taken to support ‘negative'narratives of alienation on the one hand and ‘positive'narratives of happiness on the other? Do images of modern architecture support ideas of ‘community'? Reinforce ‘family values'? If so, what kinds of architecture, community and family? How is modern architecture placed vis-à-vis the promotion of diversity (ethnic, religious, gender etc.)? How might the use of architecture in comic strips or the presence of specific kinds of building in fiction aimed at younger adults be related to the groundwork laid in picturebooks for younger readers? This book reveals what stories are told about modern architecture and shows how those stories affect future attitudes towards and expectations of the built environment.

Justice After Stonewall is an interdisciplinary analysis of challenges and progress experienced by the LGBT community since the Stonewall riots in 1969. The riots (sparked by a police raid in New York City) are a milestone in LGBT history. Within a short time, a new feeling of confidence emerged, manifested in new LGBT organisations and the first Pride marches. Legal and social change followed: from the decriminalisation of homosexual activities to anti-discrimination laws and the legalisation of same-sex marriage. This makes it tempting to think of modern LGBT history as an unequivocal success story. But progress was not achieved everywhere: in 70 States, same-sex relations are still criminalised; violence against LGBT persons still occurs, and transgender people still struggle to have their rights recognised.The question whether the path since Stonewall represents success or failure cannot be answered by one discipline alone. This book breaks new ground by bringing together experts from politics, sociology, law, education, language, medicine and religion to discuss fields as diverse as same-sex marriage, transgender students, the LGBT movement in Uganda and LGBT migrants in the Arabian Peninsula, conversion'therapy', and approaches to LGBT matters in Judaism, Christianity and Islam. What emerges is a rich tapestry of LGBT life today and its consideration from numerous perspectives.Based on thorough research, this book is an ideal text for students and scholars exploring LGBT matters. At the same time, its engaging style makes it a particularly valuable resource for anyone with an interest in LGBT matters and their reception in today's world.

Aunque por el título pueda parecerlo, este no es un libro sobre la historia de Galicia. Es un libro hecho desde Galicia que versa sobre una forma violenta de tomar el poder para derribar una democracia pluripartidista en la Europa de los años treinta y que analiza cómo funcionó el cuarto de ensayo de una dictadura totalitaria que se consolidó en tiempos del fascismo. Como el franquismo fue el único régimen dictatorial salido de las cenizas de una guerra total, enmarcar estas singularidades en los procesos de su tiempo y contextualizarlas es fundamental para aspirar a abordar un estudio más amplio. Detrás del golpe podría decirse que hay mucha más acción militar que reacción política por el escaso peso social con el que contó. Pero la acción militar requirió la construcción de un proyecto político que, a medida que se dilató el golpe de estado y se convirtió en guerra, ya no pudo ser el especificado en las Instrucciones de Mola y su inconcreta dictadura republicana. Esta evolución tuvo su reflejo en los territorios que cayeron primero en poder de los golpistas. Sin entender cómo se desarrolló en estos territorios no podremos comprender la lógica de la dictadura impuesta en el resto del Estado. Un trabajo coral que pretende aportar una nueva perspectiva a la construcción del franquismo desde su origen –el golpe de Estado– y que incluye los territorios que cayeron en poder de los golpistas en julio de 1936, los cuales muy a menudo han quedado obviados del análisis historiográfico.

Pretended is a vivid historical, political and cultural account of schools and teaching under Section 28, a law that banned schools in the UK from promoting homosexuality as a'pretended family relationship'.Catherine Lee was a teacher in schools for each of the 15 years that Section 28 was law (between 1988 and 2003). In Pretended, she considers the landscape for lesbian and gay teachers leading up to, during and after Section 28. Drawing on her diary entries from the Section 28 era, Lee poignantly recalls the challenges and incidents affecting her and thousands of other teachers during this period of state-sanctioned homophobia. She reveals how these diaries led to her involvement in the 2022 feature film Blue Jean, and describes how this unexpected opportunity helped her to make peace with Section 28.Pretended will resonate with every lesbian and gay teacher who experienced Section 28 and will shock those who previously knew nothing about this law. Crucially, Pretended will explain to those who were lesbian and gay students during Section 28 why they never saw people like them in the curriculum, never had a role model and never had an adult in school to talk to about their identity.

This is the first international and interdisciplinary handbook to offer a comprehensive and an in-depth overview of findings from contemporary research, theory, and practice in early childhood language education in various parts of the world and with different populations. The contributions by leading scholars and practitioners are structured to give a survey of the topic, highlight its importance, and provide a critical stance. The book covers preschool ages, and looks at children belonging to diverse ethno-linguistic groups and experiencing different histories and pathways of their socio-linguistic and socio-cultural development and early education. The languages under the scope of this handbook are identified by the contributors as immigrant languages, indigenous, endangered, heritage, regional, minority, majority, and marginalized, as well as foreign and second languages, all of which are discussed in relation to early language education as the key concept of the handbook. In thisvolume, “early language education” will refer to any kind of setting, both formal and informal (e.g. nursery, kindergarten, early childhood education centers, complementary early schooling etc.) in which language learning within a context of children's sociolinguistic diversity takes place before elementary school.

The Routledge Handbook of Public Service Interpreting provides a comprehensive overview of research in public service, or community interpreting. It offers reflections and suggestions for improving public service communication in plurilingual settings and provides tools for dealing with public service communication in a global society.Written by leading and emerging scholars from across the world, this volume provides an editorial introduction setting the work of public service interpreting (PSI) in context and further reading suggestions. Divided into three parts, the first is dedicated to the main theoretical issues and debates which have shaped research on public service interpreting; the second discusses the characteristics of interpreting in the settings which have been most in need of public service interpreting services; the third provides reflections and suggestions on interpreter as well as provider training, with an aim to improve public service interpreting services.This Handbook is the essential guide for all students, researchers and practitioners of PSI within interpreting and translation studies, medicine and health studies, law, social services, multilingualism and multimodality.

Parenting/Internet/Kids, with three key terms slashed together, conveys the idea that the practice of parenting may extend both to the Internet and to our children— to the extent that both require attention, care, and forms of regulation, and, in turn, provide support and enjoyment. While the triadic title is somewhat playful, it also strikes a serious note and introduces layered possibilities: we are not simply raising children who have grown up in the internet age, but also Domesticating Technologies by'managing'the computer (relatively young in age, too, having established itself in homes in the 1980s). Including perspectives from scholars and parents living in Australia, Canada, India, Japan, the UK, and the USA, the collection examines how the intimate presence of computer technology in our homes and on our bodies affects not only mothers and parenting, but family life more broadly.

An important new collection on the nature and consequences of bullying School shootings and suicides by young victims of bullying have spurred a proliferation of anti-bullying programs, yet most of the research done on school bullying has been from psychologists. The Sociology of Bullying will be the first volume to present the leading ideas in sociology about bullying among adolescents that moves beyond an individualistic approach and instead offers ideas about how to address bullying as a byproduct of social systems, biases, and status hierarchies. Sociologists investigate the impact of social forces on bullying among adolescents, such as inequality, heteronormativity, militarized capitalism, racism, cancel culture, power, and competition. Contributors explore a wide range of key topics, such as how homophobia and gender normativity encourage bullying; how anti-bullying curricula can ultimately lead to more bullying; and how adolescents use bullying against their friends to improve their own social standing. By advancing sociological perspectives on bullying, this important volume aims to shift the national conversation from one that focuses on villainizing bullies to one that encourages an inward look at the aspects of our culture that foster bullying behavior among children.

Sexual and Reproductive Justice: From the Margins to the Centre offers new insights and perspectives on sexual and reproductive justice. The thought-provoking and diverse contributions in this volume — which range from indigenous approaches to sexual violence to gender-affirming primary and mental healthcare — extend sexual and reproductive justice scholarship, and spark critical questions, novel thinking, and ongoing dialogue in this field.

Gender and sexual diversity is becoming a topic in everyday school life, but still occupies a precarious position in it - this not only affects LGBTIQ• children and young people, but also educational professionals, as this study shows. Based on a critically deconstructive pedagogy and on qualitative interviews with lesbian, gay, bi- and heterosexual as well as inter•, trans• and cisgender teachers, the study reconstructs social patterns of interpretation about how they deal with and address diverse lifestyles at school and in the classroom. The study makes an innovative contribution to an area of educational science that has hardly been researched so far and thus provides new impulses for a queer professionalisation of (future) teachers.