This document provides an outline comparing the treatment of minorities in the Basque Autonomous Community (BAC) in Spain and the Xinjiang Uyghur Autonomous Region (XUAR) in China. It discusses the historical and political backgrounds of both regions, their cultural policies around language education, and the impacts of globalization and nationalism. The conclusion compares the Basque movement to Xinjiang's East Turkestan Independence Movement in terms of scope, nature, and influence.
Presentation on Bengali language & Culture in European Day of Language-Sweden.A K M RASHEDUL HASAN
This is a lecture on Bengali language & Culture. The lecture was presented in a Swedish school in their European Day of Language celebration.
Presented by: Akm Rashedul Hasan
Presentation on Bengali language & Culture in European Day of Language-Sweden.A K M RASHEDUL HASAN
This is a lecture on Bengali language & Culture. The lecture was presented in a Swedish school in their European Day of Language celebration.
Presented by: Akm Rashedul Hasan
Women in Bangla Language Movement (1948-1956)Asifa Ishrat
This work is about some of the female language activists who took part in the language movement in Bangladesh (then East Pakistan).Though they fought side by side with men going against social norm,they have been omitted from historical account.
Language Movement began in 1948 and reached its climax in the killing of 21 February 1952, and ended in the adoption of Bangla as one of the state languages of Pakistan.
African nationalism is a political movement for the unification of Africa (Pan-Africanism) and for national self-determination. African nationalism, in South Africa, also embraces the concept of a Africanism based on unity and togetherness of South Africans. It is a modern phenomenon, which tries to build a nation within a specific geographic area.
Policy Debates and Indigenous Education: The Trialectic of Language, Culture,...Che-Wei Lee
In this chapter, we explore several policy debate topics associated with indigenous education with a focus on the issues of indigenous languages, cultures, and identity. Highly political by nature, the terms indigeneity and indigenous rights are central to most policy debates with direct implications on social justice issues, human rights, and education in general. Besides examining global indigenous declarations that directly influence indigenous education, we also examine policy debate issues within five country contexts—in China, Mexico, Taiwan, Uganda, and the United States. We use the term indigenous genocide to account for any former, current, or future government policy that intentionally causes the assimilation of indigenous peoples into the dominant national culture. Examples are given in the five case countries of how indigenous genocide can lead to the genocide of indigenous peoples’ languages, cultures, and/or identities. The chapter concludes by highlighting the central role indigenous education can play in being able to curb or reverse indigenous genocidal policies. Crucial to reversing anti-indigenous policies is the involvement and empowerment of indigenous peoples in every facet of the policy planning and implementation processes.
Post Brexit EU and the position of English - Robert Phillipsonrceluoa
The distinguished scholarship of Bessie Dendrinos builds on analysis of the politics of education that often constrains social and linguistic justice. English as a hegemonic language in many societies, and in education, nationally and internationally, serves to open doors of capitalist opportunity and privilege for some but closes them for many. Whether a language policy is linguicist (or linguo-racist, to use Bessie’s term) or not is an empirical question. European integration activities since 1945 – ending wars, creating a common market, the euro, etc. – all depend on language policies, supported by translation and interpretation. Prior to 1973, when the UK, Ireland, and Denmark joined the EU, no use was made of English, and French was primus inter pares. In 2016 English is indisputably the dominant language in the internal affairs of EU institutions and of many of its funded ‘actions’. The privileging of English (in finance, research, the Bologna process, etc.) is precisely what Winston Churchill sought to achieve, the entrenchment of Anglo-American power by linguicist and other means, economic, political, and military. The role of language in relation to the many crises of the EU, among them Brexit and the disastrous financial austerity policies imposed on Greece, needs analysis. This is a major challenge for scholars in language policy and language in education policy. For analysis of some of the complexity of the issue, see my article ‘Myths and realities of “global” English’ in the journal Language Policy, on-line from June 2016.
Women in Bangla Language Movement (1948-1956)Asifa Ishrat
This work is about some of the female language activists who took part in the language movement in Bangladesh (then East Pakistan).Though they fought side by side with men going against social norm,they have been omitted from historical account.
Language Movement began in 1948 and reached its climax in the killing of 21 February 1952, and ended in the adoption of Bangla as one of the state languages of Pakistan.
African nationalism is a political movement for the unification of Africa (Pan-Africanism) and for national self-determination. African nationalism, in South Africa, also embraces the concept of a Africanism based on unity and togetherness of South Africans. It is a modern phenomenon, which tries to build a nation within a specific geographic area.
Policy Debates and Indigenous Education: The Trialectic of Language, Culture,...Che-Wei Lee
In this chapter, we explore several policy debate topics associated with indigenous education with a focus on the issues of indigenous languages, cultures, and identity. Highly political by nature, the terms indigeneity and indigenous rights are central to most policy debates with direct implications on social justice issues, human rights, and education in general. Besides examining global indigenous declarations that directly influence indigenous education, we also examine policy debate issues within five country contexts—in China, Mexico, Taiwan, Uganda, and the United States. We use the term indigenous genocide to account for any former, current, or future government policy that intentionally causes the assimilation of indigenous peoples into the dominant national culture. Examples are given in the five case countries of how indigenous genocide can lead to the genocide of indigenous peoples’ languages, cultures, and/or identities. The chapter concludes by highlighting the central role indigenous education can play in being able to curb or reverse indigenous genocidal policies. Crucial to reversing anti-indigenous policies is the involvement and empowerment of indigenous peoples in every facet of the policy planning and implementation processes.
Post Brexit EU and the position of English - Robert Phillipsonrceluoa
The distinguished scholarship of Bessie Dendrinos builds on analysis of the politics of education that often constrains social and linguistic justice. English as a hegemonic language in many societies, and in education, nationally and internationally, serves to open doors of capitalist opportunity and privilege for some but closes them for many. Whether a language policy is linguicist (or linguo-racist, to use Bessie’s term) or not is an empirical question. European integration activities since 1945 – ending wars, creating a common market, the euro, etc. – all depend on language policies, supported by translation and interpretation. Prior to 1973, when the UK, Ireland, and Denmark joined the EU, no use was made of English, and French was primus inter pares. In 2016 English is indisputably the dominant language in the internal affairs of EU institutions and of many of its funded ‘actions’. The privileging of English (in finance, research, the Bologna process, etc.) is precisely what Winston Churchill sought to achieve, the entrenchment of Anglo-American power by linguicist and other means, economic, political, and military. The role of language in relation to the many crises of the EU, among them Brexit and the disastrous financial austerity policies imposed on Greece, needs analysis. This is a major challenge for scholars in language policy and language in education policy. For analysis of some of the complexity of the issue, see my article ‘Myths and realities of “global” English’ in the journal Language Policy, on-line from June 2016.
SHAYLIH MUEHLMANNUniversity of TorontoSpread your ass c.docxbagotjesusa
SHAYLIH MUEHLMANN
University of Toronto
“Spread your ass cheeks”:
And other things that should not be said
in indigenous languages
A B S T R A C T
In this article, I describe the use of
indigenous-language swearwords by the younger
generation in the Cucapá settlement of El Mayor in
northern Mexico. I argue that this vocabulary
functions as a critique of and a challenge to the
increasingly formalized imposition of
indigenous-language capacity as a measure of
authenticity and as both a formal and an informal
criterion for the recognition of indigenous rights. I
argue that this ethnographic case can also be read
as a critique of the notion of language as a cultural
repository popularized in recent linguistic
anthropological literature on language
endangerment. For the youth in El Mayor, indigenous
identity is not located in the Cucapá language but in
an awareness of a shared history of the injustices of
colonization and a continuing legacy of state
indifference. [language death, indigenous people,
politics of recognition, Mexico, swearwords, identity,
language ideology]
I
n the indigenous settlement of El Mayor in northern Mexico, where
only a handful of elders still speak the Cucapá language and everyone
else has shifted to Spanish, Cucapá youth have encountered a recent
state-sponsored shift to multiculturalism as an interrogation of their
claims to an indigenous identity. Military officers, government offi-
cials, and NGO workers increasingly isolate indigenous-language capacity
as a criterion for recognizing indigenous rights.
The notion of language that emerges in this political climate is familiar
to anthropologists. Indigenous-language competence is elevated to a pri-
mary criterion for defining cultural difference through the assumption that
there is a necessary relationship between language and culture. In the last
few decades, work in anthropology has rejected just such encompassing
models of culture as a coherent, bounded system (Clifford 1988; Comaroff
and Comaroff 1999; Ortner 2000, 2006; Roseberry 1989). Parallel critiques in
linguistic anthropology have problematized understandings of language as
closed systems that correspond to cultural groups and territories (Duchêne
and Heller 2006; Hill 2002; Muehlmann and Duchêne 2007).
Nonetheless, many linguistic anthropologists have continued to support
claims that language and culture are inextricably related (Harrison 2007; Hill
2003; Nettle and Romaine 2000; Woodbury 1993). This language ideology
has been reinvigorated in the scholarly and activist literature on language
endangerment in the last several decades as indigenous languages have
increasingly competed with, and been replaced by, more dominant lan-
guages all over the world. Campaigns to save endangered languages have
been connected to efforts to rescue cultural heritage, knowledge, and prac-
tices (Crystal 2000; Maffi 2001; Nettle and Romaine 2000; Skutnabb-Kangas
2000). Indeed, variations of the proposition “when.
http://entrelib.org/conferences/2013-conference/scheduled-presenters/
Project APRCH (Agency in the Preservation of Refugee Cultural Heritage) asks refugees to speak in their own voice (agency) about how they wish to document (record for posterity), perpetuate (ongoing practice/survival) and disseminate (make accessible) their cultural heritage. By using a “scholarship of dialogue” approach, we seek to be culturally competent in this endeavor.
–Nora J. Bird, Assistant Professor, UNCG Department of Library and Information Studies
–Clara M. Chu, Professor, UNCG Department of Library and Information Studies
–Fatih Oguz, Assistant Professor, UNCG Department of Library and Information Studies
globalization and its effects on nso cultural educational practices a pedagog...ijtsrd
Before European colonization of Cameroon in the 19th century, the Nso people had remarkable cultural educational practices. These cultural values have since experienced tremendous changes which are connected first to the colonial experience and secondly to globalisation. This historical comparative education study sought to answer the question ‘What is globalisation and its effects on Nso Cultural Educational Practices The study presents a broad, documentary, qualitative analysis of Nso cultural educational practices and globalization. This study was carried out in Nso. Nso is located in Bui Division, in the North West Region of Cameroon. Nso cultural documentations and interviews from resource persons living in the area have been for the most part the key sources that this study is based upon. In all, from a critical point of view, globalization is an essential process that we need for the enhancement of the society. However, care must be taken to preserve cultural educational practices because cultural globalization like other types or forms of globalization has continued to impact negatively on indigenous African cultures to which Nso traditions and customs are not an exception. Dr. Kibinkiri Eric Len | Dr. Happiness Yinyuy "Globalization and its Effects on Nso Cultural Educational Practices: A Pedagogic Retrospection" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-5 , August 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33108.pdf Paper Url :https://www.ijtsrd.com/humanities-and-the-arts/education/33108/globalization-and-its-effects-on-nso-cultural-educational-practices-a-pedagogic-retrospection/dr-kibinkiri-eric-len
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
MInorities' Treatments in Asia and Europe: The Case of the Basque Autonomous Community and Xinjiang Uyghur Autonomous Region
1. MINORITIES'
TREATMENTS IN ASIA
AND EUROPE
THE CASE OF
THE BASQUE AUTONOMOUS COMMUNITY (BAC) AND
XINJIANG UYGHUR AUTONOMOUS REGION (XUAR)
ADAM THOMAS 12502073
XIE WENYE MARIS 11051299
HUANG YEUK TSZ VENETIA 11012730
2.
3. OUTLINE
• Historical and Political Background
• Cultural:
Education Policies -Language
• Globalization and Nationalism
• Conclusion
4. BASQUES COUNTRIES
OR BASQUE COUNTRY ?
21,000km² (8,100 square miles) 7,234 km2 / 2,155,000 inhabitants in
Basque Country
Population: about 3,000,000
Focus: the Basque Autonomous Community (BAC)
in Spain
5. A SHORT HISTORY OF
THE BASQUE COUNTRY
• Since the end of the 19th century: Regionalist movement
1895: Sabino Arana- the Basque Nationalist Party (BNP)
• BNP supported Republicans against Spanish Nationalists
during the Spanish Civil War(1936-1939)
• 1959: "Basque Homeland and Freedom” ETA
• Strong opposition to Franco and his centralizing policies,
1973: assassination of Carrero Blanco
• Since 1978: One of the 17 Autonomous Communities
(Spanish Constitution) : Legislative and executive powers
6. A SHORT HISTORY OF THE
BASQUE COUNTRY (2)
• 20th October 2011 : ETA says its violent independence
campaign is over. Still true.
• Balance 825 dead people because of ETA since 1959
• Neither independence nor self-determination
• Huge repression against ETA, 700 members are currently
prisoners
• An Autonomy governed by the BNP
• But still a strong political, economic and cultural
nationalism
8. A SHORT HISTORY OF XINJIANG,
"THE NEW BOARDER" (1)
• Buffer region
• Many different influences -Mongol, Ottoman Empire,
Russian, Turkish peoples, Chinese
• 1949 : "Peaceful liberation" by communist troops.
Beginning of a stricter control.
• Collapse of the USSR, independence of Central Asia
Republics : growing of a nationalist movements during the
90s
9. SHORT HISTORY OF XINJIANG,
"THE NEW BOARDER" (2)
• A focal point of ethnic tensions in China
• 2007: Xinjiang raid
• 2008: suicide bombing attempt on a China Southern Airlines
flight
• 2008: Xinjiang attack the death of sixteen police officers
four days before the Beijing Olympics.
• July 2009: Ürümqi riots More than 300 dead
• September 2009: Xinjiang unrest
• 2010 Aksu bombing trials of 376 people.
• Since 2004, existence of the World Uyghur Congress
• President: Rebiya Kadeer
10. NEWS
• Different organizations (e.g. WUC) participate in
the East Turkestan Independence Movement
• Beijing’s repression: national security
and the fight against "the separatism of minorities"
• Increase of the percentage of Chinese Han
Han-oriented immigration policy
11. HISTORICAL AND POLITICAL
BACKGROUND: DONE
• Nowadays, can we consider those
two regions have specific cultural
rights ?
• Is there any impact of globalization
on these movements ?
12. CULTURAL:
LINGUISTIC POLICY
Language Identity
Basque people:
• Euskaldun
• Euskal Herria
‘I AM WHAT I SPEAK’
13. • 25%-30% of the
population
• Official Language
• 8-11 million speakers
• Official Language
14. The Basque Autonomous Xinjiang Uyghur
BILINGUALISM Community (BAC) Autonomous Region
in Spain (XUAR)
Official Languages Spanish & Basque Mandarin & Uyghur
Started from… the Law for the Normalization 1982: the new constitution
of the Use of the Basque Article 12 states:
Language (1982) Schools or other
educational institutions,
1983: which mainly consist of
bilingual teaching models A, B students from minority
and D nationalities, may use in
education the language of
the respecting nationality
or the native language
commonly adopted in that
region.
Uyghur-language
Han-language OR
Bilingual Teaching
20. BASQUE MOVEMENT
• Anti-globalization & anti-capitalist stance
• Campaign against Spain’s entry to NATO&EU
• Active role in shaping the institutions
• Neither Ethnocentric nor conservative
24. THE UNITED STATES:
AMBIVALENT ATTITUDE
Condemn China: Abuse of human rights
Warn against using crackdowns on Xinjiang
Rabiya Kadeer: Entrepreneur & Political activist
25. CONCLUSIONS
Basque Movement Xinjiang’s ETIM
Scope Larger Smaller
Nature Radical Less radical
Influence Larger, affect the Smaller, along the
mainstream periphery
26. CONCLUSION
• Historical and Political Background
• Cultural: Linguistic Policies
• Globalization and Nationalism
27. BIBLIOGRAPHY
Clarke, M. E. (2011). Xinjiang and china's rise in central asia : A history. London: Routledge.
Clarke, M. E., & Mackerras, C. (2011). China, xinjiang and central asia : History, transition and crossborder interaction into the
21st century. London; New York: Routledge.
Crolley, L., & Hand, D. (2006). Football and european identity : Historical narratives through the press. London ; New York:
Routledge.
David, D. W. (1998). East turkestan movement in xinjing. Journal of Chinese Political Science, 4(1), 1-18. doi:
http://dx.doi.org/10.1007/BF02876846
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Irvin, C. L. (1999). Militant nationalism : Between movement and party in ireland and the basque country. Minneapolis:
University Of Minnesota Press.
Jan, M. B. (1999). The continuity of basque political violence: A geographical perspective on the legitimisation of violence.
GeoJournal, 48(2), 109-121. Retrieved from http://search.proquest.com/docview/223674885?accountid=11440
Kurlantzick, J. (2003). The dragon still has teeth; how the west winks at chinese repression. World Policy Journal, 20(1), 49-49.
Retrieved from http://search.proquest.com/docview/232587507?accountid=11440
Manzano, C., Rua, D. L., Iriondo, M., Mazon, L. I., & al, e. (2002). Structuring the genetic heterogeneity of the basque
population: A view from classical polymorphisms. Human Biology, 74(1), 51-74. Retrieved from
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Regina, M. B. (2003). Delimiting culture: Implications for individual rights in the basque country today. Texas International Law
Journal, 39(1), 143-161. Retrieved from http://search.proquest.com/docview/213921719?accountid=11440