Acknowledgements 1. The World in English Introduction: from Hurt Waldheim to Johnny Clegg The natural, neutral and beneficial spread of English The social, cultural and political contexts of English The worldliness of English Conclusion 2. Discourse and Dependency in a Shifting World Introduction: rethinking internationalism Development, aid and modernization Dependency and imperialism Culture, discourse, difference and disjuncture Criket, English and cultural politics 3. English and Colonialism: Origins of a Discourse Introduction: the complexities of colonialism Anglicism and Orientalism: two sides of the colonial coin English for the few: colonial education policies in Malaya Anglicism and English studies Conclusion 4. Spreading the Word/Disciplining the Language Introduction: anti-nomadic disciplines The disciplining of linguistics The disciplining of applied linguistics The spreading and disciplining of discourse of EIL 5. ELT From Development Aid to Global Commodity From cultural propaganda to global business: The British Council 'The West is better...': discourses of ELT English Language Teaching practices as cultural practices Conclusion: the compass of discourse 6. The Worldliness of English in Malaysia Contexts Cultural politics after independence Malay nationalism and English English, class and ethnicity English adn Islam English and the media The debates continue 7. The Worldliness of English in Singapore English as a useful language The making of Singapore Singapore English Pragmatism, multiracialism and meritocratism Pragmatic, multiracial and meritocratic English Conclusion 8. Writing Back: The Appropriation of English Postcolonial English Re-presenting postcolonial worlds Worldy texts in a worldly language Decentered voices: writing in Malaysia Centered voices: writing in Singapore From aestheticism to yuppyism: the new writing in Singapore From writing back to teaching back 9. Towards a Critical Pedagogy for Teaching English as a Worldly Language Critical pedagogies Discourse, language and subjectivity Insurgent knowledges, the classroom and the world References Index

http://www.tnewfields.info/Articles/PDF/reviewPennycook.pdf

The cultural politics of English as an international language

This article explores various analytical issues involved in conceptualizing the interrelationships of gender, class, race and ethnicity and other social divisions. It compares the debate on these issues that took place in Britain in the 1980s and around the 2001 UN World Conference Against Racism. It examines issues such as the relative helpfulness of additive or mutually constitutive models of intersectional social divisions; the different analytical levels at which social divisions need to be studied, their ontological base and their relations to each other. The final section of the article attempts critically to assess a specific intersectional methodological approach for engaging in aid and human rights work in the South.

/pdf/intersectionality-and-feminist-politics-g0gkcrlces.pdf

Intersectionality and Feminist Politics

L'A. etudie les effets de ce qu'il appelle le refus ethnographique concernant une serie d'etudes consacree a la resistance. Il montre que la plupart de ces etudes sont limitees par le manque de perspective ethnographique. Elles sont peu convaincantes en ce qui concerne la politique interne des groupes domines, la richesse culturelle de ces groupes et la subjectivite des acteurs engages

/pdf/resistance-and-the-problem-of-ethnographic-refusal-1zxk7201yq.pdf

Resistance and the Problem of Ethnographic Refusal

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/pdf/postcoloniality-and-the-artifice-of-history-who-speaks-for-4vdu524s49.pdf

Postcoloniality and the Artifice of History: Who Speaks for "Indian" Pasts?

Nepal is a predominantly rural nation: Most people live in villages and make their living as subsistence farmers. The Nepalese government, assisted by international donor agencies, administers projects directed at improving the conditions of life for these rural people. Images of villages and village life accompany the promotion of development ideals. Radio Nepal has actors playing the part of villagers in didactic skits aimed at convincing rural people that they should consult doctors for their health problems or should feed oral rehydration solution to children suffering from diarrhea. Schoolbooks contain illustrations of village scenes and talk about village life as they inform children about development programs. When development policy makers plan programs, they discuss what villagers do, how they react, and what they think. Together, these images coalesce into a typical, generic village, turning all the villages of rural Nepal into the village.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0010417500017928

Sumita S. Chakravarty

Papers

The Intimate Enemy: Loss and Recovery of Self Under Colonialism