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In: Eight Decades of General Linguistics
In: Dead Sea Discoveries
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Playwrights sometimes succeed in turning wretchedness into something of beauty. Aristotle himself claimed that cadavers, skillfully depicted, can please the spectator. This is the case with Britannicus. Yet in order to appreciate Racine’s work we need to free ourselves from the longstanding promotion of tragedy as sublime, transcendent, and ending in reconciliation. Two assumptions hinder the naïve experience of the drama that we have before our eyes. First, that each tragedy can be fitted without distortion into an ‘Aristotelian’ mould. Second, that it will exemplify the qualities of ‘the tragic’ elaborated in the course of the eighteenth and nineteenth centuries. Overemphasis on the anachronistic concept of the ‘tragic hero’ or the ‘tragic character’ and underemphasis of the emergence of tragedy out of a tragic family can limit our understanding of what happens in a play such as Britannicus, in which none of the major figures is heroic, and where the descent into unhappiness is not limited to a single individual but befalls (as is the case for so much of ancient tragedy) a whole family. In the present chapter we will first look briefly at the passage from an Idealist to a post-Idealist view of tragedy; then point out the distorting effect of the common use of the term ‘hero’ in discussions of tragedy; and finally describe the dysfunctional Julio-Claudian family from which the ‘monster’ Néron emerges.

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In: Racine’s Roman Tragedies
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In Bérénice Racine takes the simplest components of drama, the performance of persons acting in a single and very limited place at a single moment, and draws from these components an exceptionally powerful representation of the passage from an epic framework and sensibility to tragedy. Cognizant of the intense discussions of the so-called trois unités of time, place, and action, Racine outdoes his contemporaries by showing how aesthetic constraints of a spatial nature can be projected onto a subject (that is, the story of what someone does) so that life experience aligns itself in a meaningful and also affecting way through the contrast of enclosure and openness. Concretely, by choosing the smallest of conceivable spaces, a cabinet or private room, in which the protagonists speak of events that have happened and will happen at exceptionally great distances, the playwright intensifies contrasts hyperbolically to augment pathos at the moment when the protagonists slip from an epic past into a tragic present.

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In: Racine’s Roman Tragedies
Education in a World of Trouble
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Critical questions of purpose, quality, choice, and access in public education have been key in processes of neoliberal globalization spanning the last four decades. The growing privatization of schools around the world has resulted in fundamental changes regarding the ways in which local systems of education are imagined and re-constructed. Schools and schooling are now increasingly (re)fashioned in alignment with global neoliberal imaginaries for the purpose of (re)producing human capital in the service of private interests. As a result, education for social betterment and democratic engagement, two pillars of public school policies throughout the 20th century, are compromised, even undermined.

Employing models and research findings from critical international political economy and progressive education, Globalization and the Neoliberal Schoolhouse: Education in a World of Trouble explores the corrosive influences of commodification and privatization on public education worldwide, within the context of crisis-ridden neoliberal globalization and expanding global capitalist governance. The consequences are nation-state de-evolution, social and cultural decay, and the forfeiture of public schools as engines of progress.

Understanding how the historical emergence, political economic processes, and governing institutions of neoliberal globalization are adversely impacting local systems of education – and what to do about it – is important to free education advocates, civic-minded educators, student teachers, social activists, and education development specialists everywhere!
Chapter 8 The WB/IMF Symmetry of Influence in Global(ized) Education
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In: Globalization and the Neoliberal Schoolhouse
Chapter 9 The WTO and the OECD: The Other Two Horsemen of the Global Edpocalyse
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In: Globalization and the Neoliberal Schoolhouse
Chapter 5 Global Governance and the Neoliberal Schoolhouse
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In: Globalization and the Neoliberal Schoolhouse
Chapter 1 The Hope of Education in a World of Trouble
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In: Globalization and the Neoliberal Schoolhouse