It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
During the past twenty years, the worldâe(tm)s most renowned critical theoristâe"the scholar who defined the field of postcolonial studiesâe"has experienced a radical reorientation in her thinking. Finding the neat polarities of tradition and modernity, colonial and postcolonial, no longer sufficient for interpreting the globalized present, she turns elsewhere to make her central argument: that aesthetic education is the last available instrument for implementing global justice and democracy. Spivakâe(tm)s unwillingness to sacrifice the ethical in the name of the aesthetic, or to sacrifice the aesthetic in grappling with the political, makes her task formidable. As she wrestles with these fraught relationships, she rewrites Friedrich Schillerâe(tm)s concept of play as double bind, reading Gregory Bateson with Gramsci as she negotiates Immanuel Kant, while in dialogue with her teacher Paul de Man. Among the concerns Spivak addresses is this: Are we ready to forfeit the wealth of the worldâe(tm)s languages in the name of global communication? âeoeEven a good globalization (the failed dream of socialism) requires the uniformity which the diversity of mother-tongues must challenge,âe#157; Spivak writes. âeoeThe tower of Babel is our refuge.âe#157; In essays on theory, translation, Marxism, gender, and world literature, and on writers such as Assia Djebar, J. M. Coetzee, and Rabindranath Tagore, Spivak argues for the social urgency of the humanities and renews the case for literary studies, imprisoned in the corporate university. âeoePerhaps,âe#157; she writes, âeoethe literary can still do something.âe#157;
The Internet revolution has come. Some say it has gone. What was responsible for its birth? Who is responsible for its demise? InThe Future of Ideas, Lawrence Lessig explains how the Internet revolution has produced a counterrevolution of devastating power and effect. The explosion of innovation we have seen in the environment of the Internet was not conjured from some new, previously unimagined technological magic; instead, it came from an ideal as old as the nation. Creativity flourished there because the Internet protected an innovation commons. The Internet’s very design built a neutral platform upon which the widest range of creators could experiment. The legal architecture surrounding it protected this free space so that culture and information–the ideas of our era–could flow freely and inspire an unprecedented breadth of expression. But this structural design is changing–both legally and technically. This shift will destroy the opportunities for creativity and innovation that the Internet originally engendered. The cultural dinosaurs of our recent past are moving to quickly remake cyberspace so that they can better protect their interests against the future. Powerful conglomerates are swiftly using both law and technology to "tame" the Internet, transforming it from an open forum for ideas into nothing more than cable television on speed. Innovation, once again, will be directed from the top down, increasingly controlled by owners of the networks, holders of the largest patent portfolios, and, most invidiously, hoarders of copyrights. The choice Lawrence Lessig presents is not between progress and the status quo. It is between progress and a new Dark Ages, in which our capacity to create is confined by an architecture of control and a society more perfectly monitored and filtered than any before in history. Important avenues of thought and free expression will increasingly be closed off. The door to a future of ideas is being shut just as technology makes an extraordinary future possible. With an uncanny blend of knowledge, insight, and eloquence, Lawrence Lessig has written a profoundly important guide to the care and feeding of innovation in a connected world. Whether it proves to be a road map or an elegy is up to us.
This is an examination of the origins and impact of the agreement on Trade-Related Intellectual Property Rights (TRIPS) negotiated during the Uruguay Round of GATT talks. The principal theme is that the TRIPS agreement is not in the best interests of the poorer countries, and that its imposition on them by the richer countries has more to do with the exercise of political and economic power than with the positive economic benefits the agreement's supporters claim it can deliver. To support this assertion the book critically examines the economic evidence regarding the impact of intellectual property rights on such important variables as export performance, foreign investment, and economic growth. The author provides a political economic analysis of why the poorer countries acceded to the TRIPS agreement, illustrated with case studies of two important industries where the struggle over intellectual property is especially strong: pharmaceutical and agricultural biotechnology sectors. Designed for use in advanced undergraduate and graduate courses in international political economy and international relations theory, the book offer a radical view of the process of globalization.
The authors in this volume share exemplary arts-integration practices across the K-8 curriculum. Rather than providing formulas or scripts to be followed, they carefully describe how the arts provide an entry point for gaining insight into why and how students learn. The book includes rich and lively examples of public school teachers integrating visual arts, music, drama, and dance with subject matter, including English, social studies, science, and mathematics. Readers will come away with a deeper understanding of why and how to use the arts everyday, in every school, to reach every child. Both a practitioner's guide and a school reform model, this important book: Explains how arts integration across the K-8 curriculum contributes to student learning; Features examples of how integrated arts education functions in classrooms when it is done well; Explores intensive teacher-education and principal-training programs now underway in several higher education institutions; Offers concrete ideas for educators who are looking to strengthen their own skills.