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Imagined Communities: Reflections on the Origin and Spread of Nationalism

TL;DR: In this paper, Anderson examines the creation and global spread of the 'imagined communities' of nationality and explores the processes that created these communities: the territorialisation of religious faiths, the decline of antique kingship, the interaction between capitalism and print, the development of vernacular languages-of-state, and changing conceptions of time.
Abstract: What makes people love and die for nations, as well as hate and kill in their name? While many studies have been written on nationalist political movements, the sense of nationality - the personal and cultural feeling of belonging to the nation - has not received proportionate attention. In this widely acclaimed work, Benedict Anderson examines the creation and global spread of the 'imagined communities' of nationality. Anderson explores the processes that created these communities: the territorialisation of religious faiths, the decline of antique kingship, the interaction between capitalism and print, the development of vernacular languages-of-state, and changing conceptions of time. He shows how an originary nationalism born in the Americas was modularly adopted by popular movements in Europe, by the imperialist powers, and by the anti-imperialist resistances in Asia and Africa. This revised edition includes two new chapters, one of which discusses the complex role of the colonialist state's mindset in the development of Third World nationalism, while the other analyses the processes by which all over the world, nations came to imagine themselves as old.
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TL;DR: The authors proposes that paying attention to popular cultural practice will benefit "cultural citizenship" and, in turn, the vitality of the public sphere, which foregrounds them as emotional witnesses rather than as experts or persons holding a view or an interesting opinion.
Abstract: This article proposes that paying attention to popular cultural practice will benefit “cultural citizenship” and, in turn, the vitality of the public sphere. Although popular culture in Habermassian terms does not fully qualify as a lifeworld domain, the enthusiasm of its users is a strong point to its advantage. Otherwise “ordinary people” hardly participate in public life, which foregrounds them as (emotional) witnesses rather than as experts or persons holding a view or an (interesting) opinion. As debate resulting from popular culture use tends to be among fans, neighbours or co-workers and is in point of fact ”hidden,” a further step would be needed to use the underlying issues and points of view debated in everyday life for public use. Internet communication shows that this is well possible. Indeed, the public-private and the fiction-non fiction boundaries are blurring, and citizenship is practiced in many places. Qualitative audience research could be a key force in reinvigorating the publi...

95 citations

01 Jun 2006
TL;DR: The authors found that experiential knowledge formed by different kinds of L2 learning (formal, informal, childhood, adult, elective, or circumstantial bilingualism) forms a powerful resource underpinning ESL teachers' professional knowledge and beliefs about language teaching.
Abstract: Teachers of English to Speakers of Other Languages (ESOL) in English-speaking countries are not usually required to have proficiency in another language. Teacher competency statements frequently require "an understanding of second language development," and it is assumed that a monolingual teacher can attain such understanding without having learned a second language (L2). This paper sets out to challenge such a position by establishing a theoretical framework within which to argue that teacher language learning is an important contributor to professional practice. This framework is based on research into teacher cognition, particularly that which highlights connections between teachers' lived experience and the ways in which they form their beliefs about their profession (Freeman, 2001). Using data from an Australian study, this paper shows that experiential knowledge formed by different kinds of L2 learning (formal, informal, childhood, adult, elective, or circumstantial bilingualism) forms a powerful resource underpinning ESL teachers' professional knowledge and beliefs about language teaching.

95 citations

Journal ArticleDOI
TL;DR: The Incredible India Campaign as mentioned in this paper explores the Incredible India campaign, a campaign to promote India as a tourist destination, and explores the history of the campaign and its evolution over the last decade.
Abstract: India is a vast, diverse country, which attracts much attention as a political and economic entity as well as a major tourism destination. This commentary explores the Incredible India Campaign, a ...

94 citations

Journal ArticleDOI
Chaim Kaufmann1
TL;DR: In this paper, intervention in ethnic and ideological civil wars: Why one can be done and the other can't Security Studies: Vol 6, No 1, pp 62-101.
Abstract: (1996) Intervention in ethnic and ideological civil wars: Why one can be done and the other can't Security Studies: Vol 6, No 1, pp 62-101

94 citations