The rich and complex texture of working-class neighborhoods in eighteenth-century Paris comes vibrantly alive in this collage of the experiences of ordinary people—men and women, rich and poor, masters and servants, neighbors and colleagues. Exploring three arenas of conflict and solidarity—the home, the workplace, and the street—Arlette Farge offers the reader an intimate social history, bringing long-dead citizens and vanished social groups back to life with sensitivity and perception.

Fragile Lives reconstructs the rhythms of this population's daily existence, the way they met, formed relationships and broke them off, conducted their affairs in the community, and raised their young. Farge follows them into the factory and describes the ways they organized to improve their working conditions, and how they were controlled by the authorities. She shows how these Parisians behaved in the context of collective events, from festive street spectacles to repressive displays of power by the police. As the author examines interwoven lives as revealed in judicial records, we come to know and understand the criminals and the underworld of the time; the situation of women as lovers, wives, or prostitutes; anxieties about food and drink, and the rules of conduct in a “fragile” society. Elegantly written and skillfully translated, Fragile Lives is a book for the curious general reader and for those interested in social and cultural history.

As the world’s population continues to urbanize, the extensive reshaping and ecological transformation of the regions where cities develop have become mainstream concerns. Even the phrase “urban landscape” has evolved from modernist paradox to commonsense category. Yet what exactly does it cover? When did the phenomenon it denotes emerge, and how did it evolve across time and space? Could past dynamics of urban landscapes help reveal their present nature and anticipate future developments?

Answers to such questions are far from evident. While industrial pasts and postindustrial transitions of cities and their landscapes seem to be well charted, preindustrial conditions are only starting to be explored in a few, rapidly expanding fields of archaeology, historical geography, and heritage studies. These areas of study have benefited, over the past three decades, from tremendous advances and renewal in technologies, research methods, and conceptual frameworks. As a result, a wealth of knowledge is unearthed and landscapes turn out to be the very stuff of preindustrial urbanism. In fact, a paradigm shift is underway, according to which, during preindustrial times, landscapes and urbanism were formed in reciprocal relation. Landscapes of Preindustrial Urbanism seeks to introduce such a paradigm shift to landscape scholars and designers while offering alternative visions to urban historians and planners.

Since Marcel Duchamp created his “readymades” a century ago—most famously christening a urinal as a fountain— the practice of incorporating commodity objects into art has become ever more pervasive. Uncommon Goods traces one particularly important aspect of that progression: the shift in artistic concern toward the hidden ethical dimensions of global commerce. Jaimey Hamilton Faris discusses the work of, among many others, Ai Weiwei, Cory Arcangel, Thomas Hirschhorn, and Santiago Sierra, reading their artistic explorations as overlapping with debates about how common goods hold us and our world in common. The use of readymade now registers concerns about international migrant labor, outsourced manufacturing, access to natural resources, intellectual copyright, and the commoditization of virtual space.

In each chapter, Hamilton Faris introduces artists who exemplify the focus of readymade aesthetics on aspects of global commodity culture, including consumption, marketing, bureaucracy, labor, and community. She explores how materially intensive, “uncommon” aesthetic situations can offer moments to meditate on the kinds of objects, experiences, and values we ostensibly share in the age of globalization. The resulting volume will be an important contribution to scholarship on readymade art as well as to the study of materiality, embodiment, and globalization.

Shrouded in the lore of legendary Indians, Mt. Timpanogos beckons the urban populace of Utah. And yet, no “Indian” legend graced the mount until Mormon settlers conjured it—once they had displaced the local Indians, the Utes, from their actual landmark, Utah Lake. On Zion’s Mount tells the story of this curious shift. It is a quintessentially American story about the fraught process of making oneself “native” in a strange land. But it is also a complex tale of how cultures confer meaning on the environment—how they create homelands.

Only in Utah did Euro-American settlers conceive of having a homeland in the Native American sense—an endemic spiritual geography. They called it “Zion.” Mormonism, a religion indigenous to the United States, originally embraced Indians as “Lamanites,” or spiritual kin. On Zion’s Mount shows how, paradoxically, the Mormons created their homeland at the expense of the local Indians—and how they expressed their sense of belonging by investing Timpanogos with “Indian” meaning.

This same pattern was repeated across the United States. Jared Farmer reveals how settlers and their descendants (the new natives) bestowed “Indian” place names and recited pseudo-Indian legends about those places—cultural acts that still affect the way we think about American Indians and American landscapes.

In the twentieth century, the pioneering work of such art historians as Erwin Panofsky and Edgar Wind heightened our awareness of the relationship between Renaissance literature and the visual arts. By focusing on that relationship in the work of such poets as Sir Philip Sidney, John Donne, Richard Crashaw, Edmund Waller, and Robert Herrick, Norman K. Farmer, Jr., convincingly shows that they and other writers of the late sixteenth and early seventeenth centuries in England wrote with a lively and creative sense of the visual—a sense richly informed by the theory and practice of Renaissance art.

Farmer begins by describing the powerful visual matrix that underlies the narrative structure of Sidney's New Arcadia. He compares the role of the visual in the poetry of Donne and Ben Jonson, and demonstrates how works by both Thomas Carew and Lord Herbert exhibit poetic invention according to familiar Renaissance pictorial themes. Herrick's Hesperides is shown to be the major seventeenth-century poetic application of the Horatian idea ut pictura poesis.

A special feature of this gracefully written and enlightening volume is Farmer's discussion of Lady Drury's oratory at Hawstead Hall. Published here for the first time are photographs of this uniquely decorated oratory, in which themes from a variety of English and Continental emblem books were painted on the walls of a room apparently designed for private meditation.

Who is the learning-disabled child? As theories multiply and research accumulates, this pressing question persists, leaving parents and educators and, particularly, students at a loss. The Learning-Disabled Child does much toward providing an answer. A broad-based account of what is currently known and done about learning disabilities, the book gets at the roots of this perplexing problem—in the law, in the school system, and in the child—and offers a new outlook for its treatment.

Since the 1970s, millions of children have been misclassified by public schools as learning-disabled, while many others with true learning disabilities go unidentified and unhelped, as case material presented here makes poignantly clear. Over the same period, research on the nature of learning disabilities, based on samples of misclassified children, has yielded a cloudy and confusing picture. Drawing on her own background in cognitive, developmental, and abnormal psychology, as well as her research into reading and dyslexia, Sylvia Farnham-Diggory cuts through the confusion surrounding learning disabilities. She describes advanced research and clinical data that elucidate handicaps in reading, writing, spelling, drawing, calculation, remembering, and problem-solving. In addition, she outlines a straightforward assessment procedure that would reduce the misclassification of learning-disabled children and, if adopted by schools and private diagnostic services, would save the nation billions of misspent dollars.

Prescriptive as well as descriptive, The Learning-Disabled Child offers invaluable advice to parents seeking the best methods of diagnostic evaluation, and to teachers in search of the most effective means of helping these children. Far-reaching in its scope and firmly practical in its orientation, the book will prove instrumental in the identification, understanding, and treatment of learning disabilities.

How should we educate the children of tomorrow to solve the problems of today?

A new educational model is generating widespread interest and excitement among educators, parents, and community leaders. Known as "cognitive apprenticeship", the model draws upon contemporary cognitive and developmental science and specifies techniques for capitalizing on children's inborn ability to learn in complex natural settings. Sylvia Farnham-Diggory reports on a wide range of school programs that illustrate this innovative approach to schooling.

The new approach contrasts sharply with much current school practice, which is based on early twentieth-century theories of learning. These early theories, in misguided attempts to be "scientific", defined the acquisition of knowledge in terms of simple, quantifiable test behaviors. School practice derived from such outdated theory continues to revolve around fragmented lessons that can be easily counted and graded.

New research in cognition and human development shows that the acquisition of knowledge must be defined in terms of complex interactive networks. It cannot be acquired from workbooks or ditto sheets, nor can it be assessed through paper-and-pencil tests. Mastery of basic skills, a delight in history, literature, and science, and a creative approach to problem solving are best encouraged when children have opportunities to work alongside experts in meaningful and important contexts, thus participating in cognitive apprenticeships.

While never losing sight of her theoretical framework, Farnham-Diggory offers many practical suggestions for transforming classrooms into places of genuine intellectual growth. Schooling sets out a creative and realistic agenda for parents, teachers, school administrators, business leaders, and other concerned citizens who are looking for ways to replace traditional 1930s-style classrooms with rigorous and exciting educational environments.

"How tame and manageable are the emotions of our bards, how placid and literary their allusions!" complained essayist T. W. Higginson in the Atlantic Monthly in 1870. "The American poet of passion is yet to come." He was, of course, unaware of the great erotic love poems such as "Wild Nights--Wild Nights!" and "Struck was I, nor yet by Lightning" being privately written by his reclusive friend Emily Dickinson.

In a profound new analysis of Dickinson's life and work, Judith Farr explores the desire, suffering, exultation, spiritual rapture, and intense dedication to art that characterize Dickinson's poems, and deciphers their many complex and witty references to texts and paintings of the day. In The Passion of Emily Dickinson the poet emerges, not as a cryptic proto-modern or a victim of female repression, but as a cultivated mid-Victorian in whom the romanticism of Emerson and the American landscape painters found bold expression.

Dickinson wrote two distinct cycles of love poetry, argues Farr, one for her sister-in-law Sue and one for the mysterious "Master," here convincingly identified as Samuel Bowles, a friend of the family. For each of these intimates, Dickinson crafted personalized metaphoric codes drawn from her reading. Calling books her "Kinsmen of the Shelf," she refracted elements of Jane Eyre, Antony and Cleopatra, Tennyson's Maud, De Quincey's Confessions, and key biblical passages into her writing. And, to a previously unexplored degree, Dickinson also quoted the strategies and subject matter of popular Hudson River, Luminist, and Pre-Raphaelite paintings, notably Thomas Cole's Voyage of Life and Frederic Edwin Church's Heart of the Andes. Involved in the delicate process of both expressing and disguising her passion, Dickinson incorporated these sources in an original and sophisticated manner.

Farr's superb readings of the poems and letters call on neglected archival material and on magazines, books, and paintings owned by the Dickinsons. Viewed as part of a finely articulated tradition of Victorian iconography, Dickinson's interest in the fate of the soul after death, her seclusion, her fascination with landscape's mystical content, her quest for honor and immortality through art, and most of all her very human passions become less enigmatic. Farr tells the story of a poet and her time.

In this first substantial study of Emily Dickinson's devotion to flowers and gardening, Judith Farr seeks to join both poet and gardener in one creative personality. She casts new light on Dickinson's temperament, her aesthetic sensibility, and her vision of the relationship between art and nature, revealing that the successful gardener's intimate understanding of horticulture helped shape the poet's choice of metaphors for every experience: love and hate, wickedness and virtue, death and immortality.

Gardening, Farr demonstrates, was Dickinson's other vocation, more public than the making of poems but analogous and closely related to it. Over a third of Dickinson's poems and nearly half of her letters allude with passionate intensity to her favorite wildflowers, to traditional blooms like the daisy or gentian, and to the exotic gardenias and jasmines of her conservatory. Each flower was assigned specific connotations by the nineteenth century floral dictionaries she knew; thus, Dickinson's association of various flowers with friends, family, and lovers, like the tropes and scenarios presented in her poems, establishes her participation in the literary and painterly culture of her day. A chapter, "Gardening with Emily Dickinson" by Louise Carter, cites family letters and memoirs to conjecture the kinds of flowers contained in the poet's indoor and outdoor gardens. Carter hypothesizes Dickinson's methods of gardening, explaining how one might grow her flowers today.

Beautifully illustrated and written with verve, The Gardens of Emily Dickinson will provide pleasure and insight to a wide audience of scholars, admirers of Dickinson's poetry, and garden lovers everywhere.

Rancheros hold a distinct place in the culture and social hierarchy of Mexico, falling between the indigenous (Indian) rural Mexicans and the more educated city-dwelling Mexicans. In addition to making up an estimated twenty percent of the population of Mexico, rancheros may comprise the majority of Mexican immigrants to the United States. Although often mestizo (mixed race), rancheros generally identify as non-indigenous, and many identify primarily with the Spanish side of their heritage. They are active seekers of opportunity, and hence very mobile. Rancheros emphasize progress and a self-assertive individualism that contrasts starkly with the common portrayal of rural Mexicans as communal and publicly deferential to social superiors.

Marcia Farr studied, over the course of fifteen years, a transnational community of Mexican ranchero families living both in Chicago and in their village-of-origin in Michoacán, Mexico. For this ethnolinguistic portrait, she focuses on three culturally salient styles of speaking that characterize rancheros: franqueza (candid, frank speech); respeto (respectful speech); and relajo (humorous, disruptive language that allows artful verbal critique of the social order maintained through respeto). She studies the construction of local identity through a community's daily talk, and provides the first book-length examination of language and identity in transnational Mexicans.

In addition, Farr includes information on the history of rancheros in Mexico, available for the first time in English, as well as an analysis of the racial discourse of rancheros within the context of the history of race and ethnicity in Mexico and the United States. This work provides groundbreaking insight into the lives of rancheros, particularly as seen from their own perspectives.

As Africana Studies celebrates its fiftieth anniversary throughout the United States, this invigor ating collection presents possibilities for the future of the discipline’s theoretical paths. The essays in Africana Studies focus on philosophy, science, and technology; poetry, literature, and music; the crisis of the state; issues of colonialism, globalization, and neoliberalism; and the ever-expanding diaspora. The editor and contributors to this volume open exciting avenues for new narratives, philosophies, vision, and scale in this critical field of study—formed during the 1960s around issues of racial injustice in America—to show what Africana Studies is already in the process of becoming.

Africana Studies recognizes how the discipline has been shaped, changing over the decades as scholars have opened new modes of theoretical engagement such as addressing issues of gender and sexuality, politics, and cultural studies. The essays debate and (re)consider black and diasporic life to sustain, provoke, and cultivate Africana Studies as a singular yet polyvalent mode of thinking.

Contributors: Akin Adeṣọkan, John E. Drabinski, Zeyad El Nabolsy, Pierre-Philippe Fraiture, Kasareka Kavwahirehi, Gregory Pardlo, Radwa Saad, Sarah Then Bergh, and the editor