front cover of Constituting Old Age in Early Modern English Literature, from Queen Elizabeth to King Lear
Constituting Old Age in Early Modern English Literature, from Queen Elizabeth to King Lear
Christopher Martin
University of Massachusetts Press, 2012
How did Shakespeare and his contemporaries, whose works mark the last quarter century of Elizabeth I's reign as one of the richest moments in all of English literature, regard and represent old age? Was late life seen primarily as a time of withdrawal and preparation for death, as scholars and historians have traditionally maintained? In this book, Christopher Martin examines how, contrary to received impressions, writers and thinkers of the era—working in the shadow of the kinetic, long-lived queen herself—contested such prejudicial and dismissive social attitudes.

In late Tudor England, Martin argues, competing definitions of and regard for old age established a deeply conflicted frontier between external, socially "constituted" beliefs and a developing sense of an individual's "constitution" or physical makeup, a usage that entered the language in the mid-1500s. This space was further complicated by internal divisions within the opposing camps. On one side, reverence for the elder's authority, rooted in religious and social convention, was persistently challenged by the discontents of an ambitious younger underclass. Simultaneously, the aging subject grounded an enduring social presence and dignity on a bodily integrity that time inevitably threatened. In a historical setting that saw both the extended reign of an aging monarch and a resulting climate of acute generational strife, this network of competition and accommodation uniquely shaped late Elizabethan literary imagination. Through fresh readings of signature works, genres, and figures, Martin redirects critical attention to this neglected aspect of early modern studies.
[more]

front cover of Education System in Mexico
Education System in Mexico
David Scott, C.M. Posner, Chris Martin, and Elsa Guzman
University College London, 2018
Over the past three decades, a significant amount of research has sought to relate educational institutions, policies, practices, and reforms to social structures and agencies. A number of models have been developed that have become the basis for attempting to understand the complex relation between education and society. At the same time, national and international bodies tasked with improving educational performances seem to be writing in a void, in that there is no rigorous theory guiding their work, and their documents exhibit few references to groups, institutions and forces that can impede or promote their programs and projects. As a result, the recommendations these bodies provide to their clients display little to no comprehension of how and under what conditions the recommendations can be put into effect. The Education System in Mexico directly addresses this problem. By combining abstract insights with the practicalities of educational reforms, policies, practices, and their social antecedents, it offers a long overdue reflection of the history, effects and significance of the Mexican educational system, as well as presenting a more cogent understanding of the relationship between educational institutions and social forces in Mexico and around the world.
[more]

front cover of Engendering China
Engendering China
Women, Culture, and the State
Christina Gilmartin
Harvard University Press, 1994

This first significant collection of essays on women in China in more than two decades captures a pivotal moment in a cross-cultural—and interdisciplinary—dialogue. For the first time, the voices of China-based scholars are heard alongside scholars positioned in the United States. The distinguished contributors to this volume are of different generations, hold citizenship in different countries, and were trained in different disciplines, but all embrace the shared project of mapping gender in China and making power-laden relationships visible. The essays take up gender issues from a variety of disciplinary perspectives. Chapters focus on learned women in the eighteenth century, the changing status of contemporary village women, sexuality and reproduction, prostitution, women's consciousness, women's writing, the gendering of work, and images of women in contemporary Chinese fiction.

Some of the liveliest disagreements over the usefulness of western feminist theory and scholarship on China take place between Chinese working in China and Chinese in temporary or longtime diaspora. Engendering China will appeal to a broad academic spectrum, including scholars of Asian studies, critical theory, feminist studies, cultural studies, and policy studies.

[more]


Send via email Share on Facebook Share on Twitter