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Civil society
In: Global governance and the quest for justice Vol. 3
World society and the English School: An 'international society' perspective on world society
In: European journal of international relations, Volume 7, Issue 4, p. 423-441
ISSN: 1354-0661
World Affairs Online
Surveillance - society - culture
In: Contributions to English and American literary studies (CEALS) vol. 3
"What only a few decades ago would have been considered a totalitarian nightmare seems to have become reality: Surveillance practices and technologies have infiltrated all aspects of our lives, forcing us to reconsider established notions of privacy, subjectivity, and the status of the individual in society. The United States is central to contemporary concerns about surveillance. American companies are at the forefront of developing surveillance technologies; and government agencies, in the name of security and law and order, are monitoring our words and actions more than ever before. This book brings together an interdisciplinary group of scholars to explore the implications of what many consider to be a far-reaching reaching social, political, and cultural transformation"--
Palestinian Society
In: Theory and society: renewal and critique in social theory, Volume 14, Issue 2, p. 223-232
ISSN: 0304-2421
Decolonizing Society
In: Peace review: the international quarterly of world peace, Volume 10, Issue 1, p. 107-112
ISSN: 1040-2659
Examines development discourse & educational discourse as components of global economization, focusing on how economic interests dominate the US system of mandatory education. The close association of education & international development with progress is discussed. The origins of development discourse in medieval Europe as part of the political strategy of economization, which formally separated economics from society & culture, is described. It is shown how economization sees scarcity as necessary to human existence, transforming basic needs into unlimited wants & destroying the heterogeneity of traditional societies in Europe & its colonies. It is argued that the imposition of development discourse & economization on colonized peoples is similar to the dominance of economic concerns in US public schools. It is hoped that, by understanding the link between current educational discourse & this economic mode of human understanding & action, educators will band together to de-economize the public schools &, thus, decolonize society. T. Arnold