The authors of this book - teachers of foundation courses to pre-service and in-service teachers in Canada, Israel, and the United States - use culturally heterogeneous settings as points of departure for inquiry and cross-cultural encounters of difference, and illuminate how, among people of differing ethnic, religious, socio-economic, political, ideological, and gendered backgrounds, the telling of experiential stories can shift personally and culturally polarized positions. Key in the work documented here is the encouragement of narrative rather than argumentative modes of expression: the instructors found inquiry more likely to stay alive when they were able to access and incorporate both the mutual interest of and the personal tensions between their students. The book illustrates how personal dynamics can subtly move individual inquiry forward, and help alleviate animosity and polarization.

The completely revised and updated Fourth Edition includes: - examples drawn from across the world - customized maps, graphs, tables and diagrams - notes for further reading at the end of each chapter - an extensive bibliography

When do we want people to agree with us and when do we not want people to agree with us? How can we convince someone that their views are wrong? Such questions are raised by SOCIAL INFLUENCE. This milestone text provides both a straightforward introduction to the topic of social influence for the beginning student and a sophisticated theoretical analysis of social influence processes for the more knowledgeable reader. The author summarizes a vast literature, integrating many differing views on social influence in a coherent and meaningful pattern. He reevaluates and reinterprets the findings of many classic studies, into an integrative self-categorization theory, which may resolve many inconsistencies in the literature and account for a diverse set of social influence phenomena.