Benedict R. O'g. Anderson

Bio: Benedict R. O'g. Anderson is an academic researcher from Cornell University. The author has contributed to research in topics: Nationalism & Politics. The author has an hindex of 24, co-authored 53 publications receiving 28328 citations.

Why Counting Counts: A Study of Forms of Consciousness and Problems of Language in Noli Me Tangere and El Filibusterismo

Abstract: This book examines Jose Rizal's great novels, "Noli Me Tangere" and "El Filibusterismo", through a hitherto untried quantitative analysis of the scope and evolution of their political and social vocabulary, as well as their use of Tagalog and the lengua de Parian. Special attention is given to which characters (including the Narrator) use these terms and languages and with what frequency. The study aims to throw new light on Rizal's changing political consciousness and use of his native language. The most important questions raised are: the shifting nature of Rizal's intended readership; the geographical location of the birth of a Filipino identity in the modern sense; the odd concealment of the Chinese mestizos combined with a growing hostility to the Chinese as an alien race; the level and ambit of the author's political sophistication; and the complicated relationship between the colonial-international aspects of Spanish, the ethnic-nationalist claims of Tagalog, and the emergence of a democratic cross-class lingua franca, especially in Manila.

Bung Karno and the Fossilization of Soekarno's Thought

Abstract: Not long after Bung Karno died [June 21, 1970], I received a letter from a friend. He had been enraged with the Great Leader of the Revolution, and had actively resisted Guided Democracy because he felt that both institutions were authoritarian, had ruined the Indonesian economy, had further impoverished the little man, and had given the Indonesian Communist Party the green light. But in the letter he told me how astonished he had been when, watching Bung Karno's funeral cortege passing solemnly along the main streets of Jakarta, he had suddenly broken down into sobs. My friend did not explain why these tears poured down his cheeks. But I suspected that deep down he loved Bung Karno while at the same time was bitterly disappointed by all that he had done wrong.

A pedagogy of Multiliteracies Designing Social Futures

Abstract: THE NEW LONDON GROUP 1 In this article, the New London Group presents a theoretical overoiew of the connec­ tions between the changing social environment facing students and teachers and a new approach to literacy pedagogy that they call "multiliteracies. " The authors argue that the multiplicity of communications channels and increasing cultural and lin­ guistic diversity in the world today call for a much broader view of literacy than portrayed by traditional language-based approaches. Multiliteracies, according to the authors, overcomes the limitations of traditional approaches by emphasizing how ne­ gotiating the multiple lingustic and cultural differences in our society is central to the pragmatics of the working, civic, and private lives of students. The authors maintain that the use of multiliteracies approaches to pedagogy will enable students to achieve the authors' twin goals for literacy learning: creating access to the evolving language of work, power, and community, and fostering the critical engagement necessary for them to design their social futures and achieve success through fulfilling employment. If it were possible to define generally the mission of education, one could say that its fundamental purpose is to ensure that all students benefit from learning in ways that allow them to participate fully in public, community, and economic life. Literacy pedagogy is expected to play a particularly important role in ful­ filling this mission. Pedagogy is a teaching and learning relationship that creates the potential for building learning conditions leading to full and equitable social participation. Literacy pedagogy has traditionally meant teaching and learning

Discourse Analysis as Theory and Method

Abstract: Discourse Analysis as Theory and Method is a systematic introduction to discourse analysis as a body of theories and methods for social research. It brings together three central approaches, Laclau and Mouffe's discourse theory, critical discourse analysis and discursive psychology, in order to establish a dialogue between different forms of discourse analysis often kept apart by disciplinary boundaries. The book introduces the three approaches in a clear and easily comprehensible manner, explaining the distinctive philosophical premises and theoretical perspectives of each approach as well as the methodological guidelines and tools they provide for empirical discourse analysis. The authors also demonstrate the possibilities for combining different discourse analytical and non-discourse analytical approaches in empirical study. Finally, they contextualize discourse analysis within the social constructionist debate about critical social research, rejecting the view that a critical stance is incompatible with social constructionist premises and arguing that critique must be an inherent part of social research.

Beyond “Culture”: Space, Identity, and the Politics of Difference

Abstract: This assumed isomorphism of space, place, and culture results in some significant problems. First, there is the issue of those who inhabit the border, what Gloria Anzaldua calls the “narrow strip along steep edges” of national boundaries. The fiction ofconclusion that a focus on people who live in the borders between dominant societies or nations (and here borders is also a metaphor for people who identify, culturally, with more than one group) makes clear the fact that differences between cultures come about not because of their isolation from each other, but because of their connections with each other. Such a conclusion also suggests that along with difference comes the hierarchies of power. Culture is not only a concept that expresses difference between peoples, but also a concept that masks the uneven power relations between peoples, and these uneven power relations can only exist through connection, rather than isolation.

Multiliteracies: Lit Learning

Abstract: Multiliteracies considers the future of literacy teaching in the context of the rapidly changing English language. Questions are raised about what constitutes appropriate literacy teaching in today's world: a world that is both a global village yet one which local diversity is increasingly important. This is a coherent and accessible overview of the work of the New London Group, with well-known international contributors bringing together their varying national experiences and differences of theoretical and political emphasis. The essays deal with issues such as: * the fundamental premises of literacy pedagogy * the effects of technological change * multilingualism and cultual diversity * social futures and their implications on language teaching. The book concludes with case studies of attempts to put the theories into practice and thereby provides a basis for dialogue with fellow educators around the world.