The series emerged from the study Towards a European Civil Society, on which 40 political scientists, sociologists, historians, and other scholars in 10 countries worked for two and a half years. This first volume looks at the debates about civil society over the past two decades in East Central Europe, Latin America, East Asia, and finally in Europe and globally, as a counter to unjustified state domination and neo-liberal marketization. Annotation ©2006 Book News, Inc., Portland, OR (booknews.com).

Since its publication in 2004, Civil Society has become a standard work of reference for all those who seek to understand the role of voluntary citizen action in the contemporary world. In this thoroughly-revised edition, Michael Edwards updates the arguments and evidence presented in the original and adds major new material on issues such as civil society in Africa and the Middle East, global civil society, information technology and new forms of citizen organizing. He explains how in the future the pressures of state encroachment, resurgent individualism, and old and familiar forces of nationalism and fundamentalism in new clothes will test and re-shape the practice of citizen action in both positive and negative ways. Civil Society will help readers of all persuasions to navigate these choppy waters with greater understanding, insight and success. Colleges and universities, foundations and NGOs, public policy-makers, journalists and commissions of inquiry – all have used Edwards’s book to understand and strengthen the vital role that civil society can play in deepening democracy, re-building community, and addressing poverty, inequality and injustice. This new edition will be required reading for anyone who is interested in creating a better world through citizen action.

How can English language teachers contribute to peace locally and globally? English language teachers and learners are located in the global civil society – an international network of civil organizations and NGOs related to human rights, the environment, and sustainable peace. English, with its special role as an international language, is a major tool for communication within this network. On the local level, many teachers are interested in promoting reconciliation and sustainable peace, but often do not know how to do so. This book provides information, analysis, and techniques to help teachers around the world take action toward this goal. Balancing, in a readable and accessible way, the global and the local, core and periphery, cultural diffusion and resistance, theory and practice, pessimism and optimism, outsider and insider perspectives, the expert role and the apprentice role, and prescriptive and elicitive methods, it offers an alternative to literature about critical applied linguistics, globalization, and peace education that is simply too complex and wordy to spread easily from theoretician to the classroom teacher. The English Teacher in Global Civil Society: synthesizes threads from many fields and topics into a coherent and empowering argument for the activist role English language teachers can take to promote social change draws on humanistic education, peace education, cross-cultural understanding, problem-posing, cooperative learning, and critical thinking methodologies to help English language teachers learn how to teach conflict resolution skills in their classrooms covers issues in critical applied linguistics, approaches and methodologies in ESL/EFL, global and local curricular issues, and specific skill areas such reading, writing, and speaking suggests a new goal for English language teachers: global citizenship. This engaging, informative, provocative, and highly readable book is a welcome resource for English language teacher trainers, pre-service teachers, practicing classroom teachers, and Peace Corps workers around the world.

Publisher Description

The past two decades have witnessed a revival of the concept of 'civil society'. From East Central Europe to Latin America and East Asia to the recent calls for a 'European civil society' and a 'global civil society', the concept signifies the need for national and supra-national forms of civic commitment against both unjustified state domination and neo-liberal marketization. Reviewing the long history of the concept, its use in various regional contexts and its place in critical political theory, this book takes comprehensive stock of these debates and asks about the potential of the concept of civil society in guiding political transformations towards fuller understandings of liberty and democracy.

In this first serious work on the theory of civil society to appear in many years, Jean Cohen and Andrew Arato contend that the concept of civil society articulates a contested terrain in the West that could become the primary locus for the expansion of democracy and rights. In this major contribution to contemporary political theory, Jean Cohen and Andrew Arato argue that the concept of civil society articulates a contested terrain in the West that could become a primary locus for the expansion of democracy and rights.

It is only a decade ago that the eighteenth-century distinction between civil society and the state seemed old-fashioned, an object of cynicism, even of outright hostility. In this important new book, John Keane shows how, in a wholly unexpected reversal of fortunes, this antiquated distinction has since become voguish among politicians, academics, journalists, business leaders, relief agencies and citizens' organizations. John Keane examines the various sources and phases of the dramatic world-wide popularization of the term. He traces its reappearance in a wide range of contexts - from China to Tunisia, from South Africa to the emerging European Union - and clarifies the conflicting grammars and vocabularies of the language of civil society. Considerable care is taken to highlight the different possible meanings of the distinction between civil society and the state. Keane also takes the reader into previously uncharted intellectual territory by demonstrating that the civil society perspective contains unharnessed potentials: that it is possible to develop bold new images of civil society that alter the ways in which we think about matters such as power, property, violence, politics, publicity and democracy. Written with style and imagination, this important book by John Keane will be of great interest to students and scholars in politics, media studies, sociology, social and political theory, and to a broader public audience interested in the central debates and political developments of our time.

Broadly speaking, The Oxford Handbook of Civil Society views the topic of civil society through three prisms: as a part of society (voluntary associations), as a kind of society (marked out by certain social norms), and as a space for citizen action and engagement (the public square or sphere).

How can English language teachers contribute to peace locally and globally? English language teachers and learners are located in the global civil society – an international network of civil organizations and NGOs related to human rights, the environment, and sustainable peace. English, with its special role as an international language, is a major tool for communication within this network. On the local level, many teachers are interested in promoting reconciliation and sustainable peace, but often do not know how to do so. This book provides information, analysis, and techniques to help teachers around the world take action toward this goal. Balancing, in a readable and accessible way, the global and the local, core and periphery, cultural diffusion and resistance, theory and practice, pessimism and optimism, outsider and insider perspectives, the expert role and the apprentice role, and prescriptive and elicitive methods, it offers an alternative to literature about critical applied linguistics, globalization, and peace education that is simply too complex and wordy to spread easily from theoretician to the classroom teacher. The English Teacher in Global Civil Society: synthesizes threads from many fields and topics into a coherent and empowering argument for the activist role English language teachers can take to promote social change draws on humanistic education, peace education, cross-cultural understanding, problem-posing, cooperative learning, and critical thinking methodologies to help English language teachers learn how to teach conflict resolution skills in their classrooms covers issues in critical applied linguistics, approaches and methodologies in ESL/EFL, global and local curricular issues, and specific skill areas such reading, writing, and speaking suggests a new goal for English language teachers: global citizenship. This engaging, informative, provocative, and highly readable book is a welcome resource for English language teacher trainers, pre-service teachers, practicing classroom teachers, and Peace Corps workers around the world.