In Pole Raising and Speech Making, author Jennifer Eastman Attebery focuses on the beginnings of the traditional Scandinavian Midsummer celebration and the surrounding spring-to-summer seasonal festivities in the Rocky Mountain West during the height of Swedish immigration to the area—1880–1917.

Combining research in folkloristics and history, Attebery explores various ways that immigrants blended traditional Swedish Midsummer-related celebrations with local civic celebrations of American Independence Day on July 4 and the Mormons’ Pioneer Day on July 24. Functioning as multimodal observances with multiple meanings, these holidays represent and reconsider ethnicity and panethnicity, sacred and secular relationships, and the rural and the urban, demonstrating how flexible and complex traditional celebrations can be.

Providing a wealth of detail and information surrounding little-studied celebrations and valuable archival and published primary sources—diaries, letters, speeches, newspaper reports, and images—Pole Raising and Speech Making is proof that non-English immigrant culture must be included when discussing “American” culture. It will be of interest to scholars and graduate students in ethnic studies, folklore, ritual and festival studies, and Scandinavian American cultural history.

A Language and Power Reader organizes reading and writing activities for undergraduate students, guiding them in the exploration of racism and cross-racial rhetorics.

Introducing texts written from and about versions of English often disrespected by mainstream Americans, A Language and Power Reader highlights English dialects and discourses to provoke discussions of racialized relations in contemporary America. Thirty selected readings in a range of genres and from writers who work in ?alternative? voices (e.g., Pidgin, African American Language, discourse of international and transnational English speakers) focus on disparate power relations based on varieties of racism in America and how those relations might be displayed, imposed, or resisted across multiple rhetorics. The book also directs student participation and discourse. Each reading is followed by comments and guides to help focus conversation.

Research has long shown that increasing a student?s metalinguistic awareness improves a student?s writing. No other reader available at this time explores the idea of multiple rhetorics or encourages their use, making A Language and Power Reader a welcome addition to writing classrooms.

Warrior Ways is one of the first book-length explorations of military folklife, and focuses on the lore produced by modern American warriors, illuminating the ways in which members of the armed services creatively express the complex experience of military life. In short, lively essays, contributors to the volume, all of whom have close personal or professional relationships to the military, examine battlefield talismans, personal narrative (storytelling), “Jody calls” (marching and running cadences), slang, homophobia and transgressive humor, music, and photography, among other cultural expressions.

Military folklore does not remain in an isolated subculture; it reveals our common humanity by delighting, disturbing, infuriating, and inspiring both those deeply invested in and those peripherally touched by military life. Highlighting the contemporary and historical importance of the military in American life, Warrior Ways will be of interest to scholars and students of folklore, anthropology, and popular culture; those involved in veteran services and education; and general readers interested in military culture.
 

Volume 3, Life Writings of Frontier Women series, ed. Maureen Ursenbach Beecher

In her memoir, and 1870s revision of her journal and diary, Louisa Barnes Pratt tells of childhood in Massachusetts and Canada during the War of 1812, and independent career as a teacher and seamstress in New England, and her marriage to the Boston seaman Addison Pratt.

Converting to the LDS Church, the Pratts moved to Nauvoo, Illinois, from where Brigham Young sent Addison on the first of the long missions to the Society Islands that would leave Louisa on her own. As a sole available parent, she hauled her children west to Winter Quarters, to Utah in 1848, to California, and, in Addison's wake, to Tahiti in 1850.

The Pratts joined the Mormon colony at San Bernardino, California. When in 1858 a federal army's march on Utah led to the colonists' recall, Addision—alienated from the Mormon Church after long absences—chose not to go. Mostly separated thereafter (Addison died in 1872), Louisa settled in Beaver, Utah, where she campaigned for women's rights, contributed to the Woman's Exponent, and depended on her own means, as she had much of her life, until her death in 1880.

In the face of the continuing discourse of crisis in US education, The Meaningful Writing Project offers readers an affirming story of writing in higher education that shares students’ experiences in their own voices. In presenting the results of a three-year study consisting of surveys and interviews of university seniors and their faculty across three diverse institutions, authors Michele Eodice, Anne Ellen Geller, and Neal Lerner consider students’ perceptions of their meaningful writing experiences, the qualities of those experiences, and instructors’ perspectives on assignment design and delivery.

This study confirms that meaningful assignments offer students opportunities to engage with instructors, peers, and texts and are relevant to past experiences and passions as well as to future aspirations and identities. Meaningful writing occurs across majors, in both required and elective courses, and beyond students’ years at college. Additionally, the study makes clear that faculty across the curriculum devote significant care and attention to creating writing assignments that support student learning, as they understand writing performance to be a developmental process connected to overall cognitive and social development, student engagement with learning, and success in a wide variety of disciplines and professions.

The Meaningful Writing Project provides writing center directors, WPAs, other composition scholars, and all faculty interested in teaching and learning with writing an unprecedented look into the writing projects students find meaningful.

This collection provides a benchmark that helps secure the position of collaboration between Native American and non-Native American scholars in the forefront of study of Native oral traditions. Seven sets of intercultural authors present Native American oral texts with commentary, exploring dimensions of perspective, discovery, and meaning that emerge through collaborative translation and interpretation. The texts studied all come from the American West but include a rich variety of material, since their tribal sources range from the Yupik in the Arctic to the Yaqui in the Sonoran Desert.

This presentation of jointly authored work is timely: it addresses increasing interest in, calls for, and movement toward reflexivity in the relationships between scholars and the Native communities they study, and it responds to the renewed commitment in those communities to asserting more control over representations of their traditions. Although Native and academic communities have long tried to work together in the study of culture and literature, the relationship has been awkward and imbalanced toward the academics. In many cases, the contributions of Native assistants, informants, translators, and field workers to the work of professional ethnographers has been inadequately credited, ignored, or only recently uncovered. Native Americans usually have not participated in planning and writing such projects. Native American Oral Traditions provides models for overcoming such obstacles to interpreting and understanding Native oral literature in relation to the communities and cultures from which it comes.