A SCHOLARLY BOOK REPOSITORY12 start with S start with S
Each chapter provides students with objectives, keywords, and discussion questions. The chapters convey clear information about topics that include credentialing, disposition and aptitude for becoming an interpreter, interpreting for people who are DeafBlind, and working within specialty settings, such as legal and healthcare. A key resource for interpreter certification test preparation, this text follows the interpreter’s ethical, practical, and professional development through a career of lifelong learning and service.
Slowness is frequently seen as a response to modernity’s cult of speed and efficiency, and its influence in contemporary culture can be felt in artistic trends such as “slow cinema” or “slow TV.” Despite the popularity of these labels, however, slowness remains undertheorized in contemporary narrative scholarship. What makes a narrative slow, and what conceptual and analytical tools are best suited to account for this slowness? Is slowness a feature of certain narratives, an experiential response to these narratives, or both? How is narrative slowness related to the pace and rhythm of plot, and how does it carry cultural significance?
Slow Narrative across Media illuminates the concept of slow narrative and demonstrates how it manifests across media forms: from short stories to novel cycles, to comics, to music, to experimental film. Led by editors Marco Caracciolo and Ella Mingazova, contributors draw on cognitive and rhetorical approaches to narrative as well as on econarratology to bring into focus both the media-specific ways in which narrative evokes slowness and the usefulness of a transmedial approach to this phenomenon.
Contributors:
Jan Baetens, Raphaël Baroni, Lars Bernaerts, Marco Caracciolo, Karin Kukkonen, Ella Mingazova, Peggy Phelan, Greice Schneider, Roy Sommer, Carolien Van Nerom, Gary Weissman
Sounding Together: Collaborative Perspectives on U.S. Music in the Twenty-21st Century is a multi-authored, collaboratively conceived book of essays that tackles key challenges facing scholars studying music of the United States in the early twenty-first century. This book encourages scholars in music circles and beyond to explore the intersections between social responsibility, community engagement, and academic practices through the simple act of working together. The book’s essays—written by a diverse and cross-generational group of scholars, performers, and practitioners—demonstrate how collaboration can harness complementary skills and nourish comparative boundary-crossing through interdisciplinary research. The chapters of the volume address issues of race, nationalism, mobility, cultural domination, and identity; as well as the crisis of the Trump era and the political power of music. Each contribution to the volume is written collaboratively by two scholars, bringing together contributors who represent a mix of career stages and positions. Through the practice of and reflection on collaboration, Sounding Together breaks out of long-established paradigms of solitude in humanities scholarship and works toward social justice in the study of music.
Spare the Rodtraces the history of discipline in schools and its ever increasing integration with prison and policing, ultimately arguing for an approach to discipline that aligns with the moral community that schools could and should be.
In Spare the Rod, historian Campbell F. Scribner and philosopher Bryan R. Warnick investigate the history and philosophy of America’s punishment and discipline practices in schools. To delve into this controversial subject, they first ask questions of meaning. How have concepts of discipline and punishment in schools changed over time? What purposes are they supposed to serve? And what can they tell us about our assumptions about education? They then explore the justifications. Are public school educators ever justified in punishing or disciplining students? Are discipline and punishment necessary for students’ moral education, or do they fundamentally have no place in education at all? If some form of punishment is justified in schools, what ethical guidelines should be followed?
The authors argue that as schools have grown increasingly bureaucratic over the last century, formalizing disciplinary systems and shifting from physical punishments to forms of spatial or structural punishment such as in-school suspension, school discipline has not only come to resemble the operation of prisons or policing, but has grown increasingly integrated with those institutions. These changes and structures are responsible for the school-to-prison pipeline. They show that these shifts disregard the unique status of schools as spaces of moral growth and community oversight, and are incompatible with the developmental environment of education. What we need, they argue, is an approach to discipline and punishment that fits with the sort of moral community that schools could and should be.
This is an auto-narrated audiobook edition of this book.
Spare the Rodtraces the history of discipline in schools and its ever increasing integration with prison and policing, ultimately arguing for an approach to discipline that aligns with the moral community that schools could and should be.
In Spare the Rod, historian Campbell F. Scribner and philosopher Bryan R. Warnick investigate the history and philosophy of America’s punishment and discipline practices in schools. To delve into this controversial subject, they first ask questions of meaning. How have concepts of discipline and punishment in schools changed over time? What purposes are they supposed to serve? And what can they tell us about our assumptions about education? They then explore the justifications. Are public school educators ever justified in punishing or disciplining students? Are discipline and punishment necessary for students’ moral education, or do they fundamentally have no place in education at all? If some form of punishment is justified in schools, what ethical guidelines should be followed?
The authors argue that as schools have grown increasingly bureaucratic over the last century, formalizing disciplinary systems and shifting from physical punishments to forms of spatial or structural punishment such as in-school suspension, school discipline has not only come to resemble the operation of prisons or policing, but has grown increasingly integrated with those institutions. These changes and structures are responsible for the school-to-prison pipeline. They show that these shifts disregard the unique status of schools as spaces of moral growth and community oversight, and are incompatible with the developmental environment of education. What we need, they argue, is an approach to discipline and punishment that fits with the sort of moral community that schools could and should be.
In the late 20th century, a tidal wave of calls for reform and inclusion of special needs students swept over public special education. The current debates over implementing these themes today are authoritatively addressed by 19 distinguished scholars in this thorough volume. Organized into three cohesive sections, it begins with the issues of educational reform and the emerging discourses of disability and integration in the inclusion movement. Respective chapters appraise specific arguments for inclusion and the federal legislation and litigation surrounding and supporting special education.
The second part features the thorny issue of assessment, the technological revolution in special education, and the disposition of teacher training. The third section scrutinizes the inclusion of various populations of students with exceptional needs, particularly how teachers can make an easy transition from ideology to educational practice.
Special Education in the 21st Century sets the standard for extrapolating future directions by wisely weighing classroom practices for different groups and the technical problems of resources, management, social groupings, instructional design, and the supposition that teachers will automatically change to accommodate an even greater diversity of learners.
The saga of Jonestown didn’t end on the day in November 1978 when more than nine hundred Americans died in a mass murder-suicide in the Guyanese jungle. While only a handful of people present at the agricultural project survived that day in Jonestown, more than eighty members of Peoples Temple, led by Jim Jones, were elsewhere in Guyana on that day, and thousands more members of the movement still lived in California. Emmy-nominated writer Leigh Fondakowski, who is best known for her work on the play and HBO film The Laramie Project, spent three years traveling the United States to interview these survivors, many of whom have never talked publicly about the tragedy. Using more than two hundred hours of interview material, Fondakowski creates intimate portraits of these survivors as they tell their unforgettable stories.
Collectively this is a record of ordinary people, stigmatized as cultists, who after the Jonestown massacre were left to deal with their grief, reassemble their lives, and try to make sense of how a movement born in a gospel of racial and social justice could have gone so horrifically wrong—taking with it the lives of their sons and daughters, husbands and wives, fathers and mothers, and brothers and sisters. As these survivors look back, we learn what led them to join the Peoples Temple movement, what life in the church was like, and how the trauma of Jonestown’s end still affects their lives decades later.
What emerges are portrayals both haunting and hopeful—of unimaginable sadness, guilt, and shame but also resilience and redemption. Weaving her own artistic journey of discovery throughout the book in a compelling historical context, Fondakowski delivers, with both empathy and clarity, one of the most gripping, moving, and humanizing accounts of Jonestown ever written.
Part art catalogue and part life history, Stories in Stone tells the tale of Konovalenko’s impressive works, explaining their conception, creation, and symbolism. Each handcrafted figure depicts a scene from life in the Soviet Union—a bowman hunting snow geese, a woman reposing in a hot spring surrounded by ice, peasants spinning wool, a pair of gulag prisoners sawing lumber—painstakingly rendered in precious stones and metals. The materials used to make the figurines are worth millions of dollars, but as cultural artifacts, the sculptures are priceless. Author Stephen Nash draws upon oral history and archival research to detail the life of their creator, revealing a rags-to-riches and life-imitates-art narrative full of Cold War intrigue, Communist persecution, and capitalist exploitation.
Augmented by Richard M. Wicker’s exquisite and revelatory photographs of sixty-five Konovalenko sculptures from museums, state agencies, and private collections around the world, Stories in Stone is a visually stunning glimpse into a unique corner of Russian art and cultural history, the craft and science of gem carving, and the life of a Russian artist and immigrant who loved people everywhere.
Co-published with the Denver Museum of Nature & Science, home to the most significant collection of Russian gem-carving sculptures by Vasily Konovalenko in the world.
Though the world was stunned by the horrific massacres of Tutsi by the Hutu majority in Rwanda beginning in April 1994, there has been little coverage of the reprisals that occurred after the Tutsi gained political power. During this time hundreds of thousands of Hutu were systematically hunted and killed.
Surviving the Slaughter: The Ordeal of a Rwandan Refugee in Zaire is the eyewitness account of Marie Béatrice Umutesi. She tells of life in the refugee camps in Zaire and her flight across 2000 kilometers on foot. During this forced march, far from the world’s cameras, many Hutu refugees were trampled and murdered. Others died from hunger, exhaustion, and sickness, or simply vanished, ignored by the international community and betrayed by humanitarian organizations. Amidst this brutality, day-to-day suffering, and desperate survival, Umutesi managed to organize the camps to improve the quality of life for women and children.
In this first-hand account of inexplicable brutality, day-to-day suffering, and survival, Marie Béatrice Umutesi sheds light on a backlash of violence that targeted the Hutu refugees of Rwanda after the victory of the Rwandan Patriotic Front in 1994. Umutesi’s documentation of the flight and terror of these years provides the world a veritable account of a history that is still widely unknown. After translations from its original French into three other languages, this important book is available in English for the first time. It is more than a testimony to the lives and humanity lost; it is a call for those politicians, military personnel, and humanitarian organizations responsible for the atrocious crimes—and the devastating silence—to be held accountable.
“Umutesi’s tale, told with honesty and eloquence, is a tribute to the human spirit, a searing indictment of the agents who perpetrated these horrors, and a reproach to those who turned away.”—Catharine Newbury, African Studies Review
“Restores a human dimension that has been lacking in the history of the genocide and massacres in Rwanda.”—Danielle de Lame, African Studies Review
“A vivid account of the grueling nightmare experienced by tens of thousands of Rwandan civilians whom the world had deliberately forsaken. . . . An outstanding call for justice.”—Aloys Habimama, African Studies Review
“A towering work. . . . An epic for our times, a tale to ponder for the lessons it conveys, testimony so powerful and moving that it reaches an unintended literary greatness.”—Jan Vansina, African Studies Review
“Of all the current books and films ten years after the Rwandan genocide, none is more effective than Surviving the Slaughter . . . . This book carries one along, often as if running with the refugees.”—Anne Serafin, Multicultural Review
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