Educational policies and practises of English-speaking refugee resettlement countries / / edited by Jody L. McBrien

• Record Nr.: UNINA9910795022103321
• Pubbl/distr/stampa: Leiden ; ; Boston : , : Brill Sense, , [2019]
• ISBN: 90-04-40189-X
• Descrizione fisica: 1 online resource (312 pages)
• Collana: Transnational migration and education ; ; 5
• Disciplina: 371.826914
• Soggetti: Refugees - Education; Immigrants - Education; Education and state; Language and languages
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Front Matter -- Copyright page -- Dedication -- Preface -- Acknowledgements -- List of Figures and Tables -- Notes on Contributors -- Introduction / Jody L. McBrien -- Australasia -- Stop Labeling Me as Traumatised or as Mentally Unwell – I am a Resilient Survivor / Maria Hayward -- Education of Resettled Refugees in Christchurch, New Zealand / Zhiyan Basharati and Lucia Dore -- Refugee Student Transitions into Mainstream Australian Schooling / Amanda Hiorth -- Systemic Policy Barriers to Meaningful Participation of Students from Refugee and Asylum Seeking Backgrounds in Australian Higher Education / Caroline Lenette , Sally Baker and Asher Hirsch -- North America -- Community Initiatives to Support Refugee Youth / Jan Stewart -- In the Era of Bans and Walls / Asih Asikin-Garmager , Duhita Mahatmya , Leslie Ann Locke and Ain A. Grooms -- Utilising Digital Storytelling as a Way to Understand the Complexities of the Haitian Refugee Transmigration Experience / Elizabeth Paulsen Tonogbanua -- Expanding Educational Access to Create Self-Sufficiency / Tara Ross , Jody L. McBrien and Briana Byers -- Europe -- Refugee Children and Young People in Ireland / Merike Darmody and Samantha Arnold -- Smoothing the Bumpy Road? / Rory Mc Daid -- An Underclass of ‘the Underclass’? / Helen Murphy -- Schooling Displaced Syrian Students in Glasgow / Melanie Baak -- Conclusion / Jody L. ; McBrien -- Back Matter -- Index.
• Sommario/riassunto: Since 2014, the international community has felt overwhelmed by refugees and asylum seekers searching for opportunities in which to rebuild their lives. Indeed, large numbers can result in turmoil and concern in resettlement countries and with national citizens. A climate of fear can result, especially if perpetuated by politicians and media that suggest negative effects resulting from immigration. Caught in the crossfire of social and political disagreements about migration are children, most of whom are not included in decisions to leave their homelands. This edited book examines their academic challenges from the perspective of the six English-speaking refugee resettlement countries. Our hope is not only to compare challenges, but also to describe successes by which teachers and policymakers can consider new approaches to help refugee and asylum-seeking children. Educational Policies and Practices of English-Speaking Refugee Resettlement Countries offers perspectives from established and new scholars examining educational situations for refugees and asylum seekers. The top three resettlement countries are the United States, Canada, and Australia. For its size, New Zealand is also proportionately a country of high resettlement. New to resettlement are the United Kingdom and the Republic of Ireland. Thus, this collection includes wisdom from countries that began resettlement during World War Two as well as newcomers to the process. In 2018, UNHCR numbers of displaced people reached a record high of 68.5 million. Policymakers, teachers, social service providers, and the general public need to understand ways to help resettled refugees become productive members in their new countries of residence. Contributors are: Samantha Arnold, Asih Asikin-Garmager, Melanie Baak, Sally Baker, Zhiyan Basharati, Briana Byers, Merike Darmody, Lucia Dore, Ain A. Grooms, Maria Hayward, Asher Hirsch, Amanda Hiorth, Caroline Lenette, Leslie Ann Locke, Duhita Mahatmya, Jody L. McBrien, Rory Mc Daid, Helen Murphy, Tara Ross, Jan Stewart, and Elizabeth P. Tonogbanua.

Gothic-postmodernism [[electronic resource] ] : voicing the terrors of postmodernity / / Maria Beville

• Record Nr.: UNINA9910778573703321
• Autore: Beville Maria
• Pubbl/distr/stampa: Amsterdam ; ; Toronto, : Rodopi, 2009
• ISBN: 1-282-50527-0; 9786612505270; 90-420-2665-0
• Descrizione fisica: 1 online resource (220 p.)
• Collana: Postmodern studies, , 0923-0483 ; ; 43
• Disciplina: 809.9113
• Soggetti: Gothic fiction (Literary genre); Terror in literature; Postmodernism
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Description based upon print version of record.
• Nota di bibliografia: Includes bibliographical references (p. [203]-212) and index.
• Nota di contenuto: Preliminary Material -- Introduction -- Defining Gothic-postmodernism -- On Gothic Terror -- Generic Investigations: What is ‘Gothic’? -- Postmodernism -- The Gothic and Postmodernism – At the Interface -- Gothic Literary Transformations: The Fin de Siecle and Modernism -- Introduction to Part II -- The Gothic-postmodernist Novel: Three Models -- Gothic Metafiction: The Satanic Verses -- Bulgakov’s The Master and Margarita -- Textual Terrors of the Self: Haunting and Hyperreality in Lunar Park -- Conclusion -- Bibliography -- Index.
• Sommario/riassunto: Being the first to outline the literary genre, Gothic-postmodernism, this book articulates the psychological and philosophical implications of terror in postmodernist literature, analogous to the terror of the Gothic novel, uncovering the significance of postmodern recurrences of the Gothic, and identifying new historical and philosophical aspects of the genre. While many critics propose that the Gothic has been exhausted, and that its significance is depleted by consumer society’s obsession with instantaneous horror, analyses of a number of terror-based postmodernist novels here suggest that the Gothic is still very much animated in Gothic-postmodernism. These analyses observe the spectral characters, doppelgangers , hellish waste lands and the ; demonised or possessed that inhabit texts such as Paul Auster’s City of Glass , Salman Rushdie’s The Satanic Verses and Bret Easton Ellis’s Lunar Park . However, it is the deeper issue of the lingering emotion of terror as it relates to loss of reality and self, and to death, that is central to the study; a notion of ‘terror’ formulated from the theories of continental philosophers and contemporary cultural theorists. With a firm emphasis on the sublime and the unrepresentable as fundamental to this experience of terror; vital to the Gothic genre; and central to the postmodern experience, this study offers an insightful and concise definition of Gothic-postmodernism. It firmly argues that ‘terror’ (with all that it involves) remains a connecting and potent link between the Gothic and postmodernism: two modes of literature that together offer a unique voicing of the unspeakable terrors of postmodernity.