A SCHOLARLY BOOK REPOSITORY221 start with I start with I
Once considered the most stable country in West Africa, Ivory Coast was split by an armed rebellion in 2002 and endured a decade of instability and a violent conflict. Spindel provides an intimate glimpse into this turbulent period by weaving together the daily lives and paths of five neighbors. Their stories reveal Ivorians determined to reunite a divided country through reliance on mutual respect and obligation even while power-hungry politicians pursued xenophobic and anti-immigrant platforms for personal gain. Illuminating democracy as a fragile enterprise that must be continually invented and reinvented, I Give You Half the Road emphasizes the importance of connection, generosity, and forgiveness.
"Both from the Right and from the Left, we are stymied in talking well with one another about race and racism, by intransigent beliefs in our own goodness as well as by our conviction that such talk is useless. . . . White antiracist epistemology needs to begin not with our beliefs, but with our individual and collective awakening to that which we do not know."
Drawing on scholarship across disciplines ranging from writing and rhetoric studies to critical race theory to philosophy, I Hope I Join the Band examines the limits and the possibilities for performative engagement in antiracist activism. Focusing particularly on the challenges posed by raced-white identity to performativity, and moving between narrative and theoretical engagement, thebook names and argues for critical shifts in the understandings and rhetorical practices that attend antiracist activism.
When North and South went to war, millions of American families endured their first long separation. For men in the armies—and their wives, children, parents, and siblings at home—letter writing was the sole means to communicate. Yet for many of these Union and Confederate families, taking pen to paper was a new and daunting task. I Remain Yours narrates the Civil War from the perspective of ordinary people who had to figure out how to salve the emotional strain of war and sustain their closest relationships using only the written word.
Christopher Hager presents an intimate history of the Civil War through the interlaced stories of common soldiers and their families. The previously overlooked words of a carpenter from Indiana, an illiterate teenager from Connecticut, a grieving mother in the mountains of North Carolina, and a blacksmith’s daughter on the Iowa prairie reveal through their awkward script and expression the personal toll of war. Is my son alive or dead? Returning soon or never? Can I find words for the horrors I’ve seen or the loneliness I feel? Fear, loss, and upheaval stalked the lives of Americans straining to connect the battlefront to those they left behind.
Hager shows how relatively uneducated men and women made this new means of communication their own, turning writing into an essential medium for sustaining relationships and a sense of belonging. Letter writing changed them and they in turn transformed the culture of letters into a popular, democratic mode of communication.
When the sacred music business expanded after the Civil War, writing hymn texts gave publishing opportunities to women who were forbidden to preach, teach, or pray aloud in mixed groups. Authorized by oral expression, gospel hymns allowed women to articulate alternative spiritual models within churches that highly valued orality.
These feminized hymns are the focus of "I Sing for I Cannot Be Silent." Drawing upon her own experience as a Baptist, June Hadden Hobbs argues that the evangelical tradition is an oral tradition--it is not anti-intellectual but antiprint. Evangelicals rely on memory and spontaneous oral improvisation; hymns serve to aid memory and permit interaction between oral and written language.
By comparing male and female hymnists' use of rhetorical forms, Hobbs shows how women utilized the only oral communication allowed to them in public worship. Gospel hymns permitted women to use a complex system of images already associated with women and domesticity. This feminized hymnody challenged the androcentric value system of evangelical Christianity by making visible the contrasting masculine and feminine versions of Christianity. When these hymns were sung in church, women's voices and opinions moved out of the private sphere and into public religion. The hymns are so powerful that they are suppressed by some contemporary fundamentalists today.
In "I Sing for I Cannot Be Silent" June Hadden Hobbs employs an interdisciplinary mix of feminist literary analysis, social history, rhetoric and composition theory, hymnology, autobiography, and theology to examine hymns central to worship in most evangelical churches today.
I The People: The Rhetoric of Conservative Populism in the United States examines a variety of texts—ranging from speeches and campaign advertisements to news reports and political pamphlets—to outline the populist character of conservatism in the United States. Paul Elliott Johnson focuses on key inflection points in the development of populist conservatism, including its manifestation in the racially charged presidential election of 1964, its consolidation at the height of Ronald Reagan’s reelection campaign in 1984, and its character in successive moments that saw its fortunes wax and wane, including 1994, the Obama era, and the rise of Donald J. Trump. theorizing conservative populism as a rhetorical form, Johnson advances scholarship about populism away from a binary ideological framework while offering a useful lens for contextualizing scholarship on American conservatism. I The People emphasizes that the populist roots of conservative hegemony exercise a powerful constraining force on conservative intellectuals, whose power to shape and control the movement to which they belong is circumscribed by the form of its public-facing appeals.
The study also reframes scholarly understandings of the conservative tradition’s seeming multiplicity, especially the tendency to suggest an abiding conservative unease regarding capitalism, showing how racist hostility underwrote a compromise with an increasingly economized understanding of humanity. Johnson also contests the narrative that conservatives learned to practice identity politics from social progressives. From the beginning, conservatism’s public vernacular was a white and masculine identity politics reliant on a rhetoric of victimhood, whether critiquing the liberal Cold War consensus or President Barack Obama.
The essays approach language development through an ecological lens, exploring the effects of politics, economics, cultural contact, and natural resources on the indigenization of Spanish and Portuguese in a variety of local settings. They show how languages adapt to new environments, peoples, and practices, and the ramifications of this for the spread of colonial languages, the loss or survival of indigenous ones, and the way hybrid vernaculars get situated in larger political and cultural forces. The result is a sophisticated look at language as a natural phenomenon, one that meets a host of influences with remarkable plasticity.
In The Iconoclastic Imagination, Ned O’Gorman approaches each of these moments as an image of icon-destruction that give us distinct ways to imagine social existence in American life. He argues that the Cold War gave rise to crises in political, aesthetic, and political-aesthetic representations. Locating all of these crises within a “neoliberal imaginary,” O’Gorman explains that since the Kennedy assassination, the most powerful way to see “America” has been in the destruction of representative American symbols or icons. This, in turn, has profound implications for a neoliberal economy, social philosophy, and public policy. Richly interwoven with philosophical, theological, and rhetorical traditions, the book offers a new foundation for a complex and innovative approach to studying Cold War America, political theory, and visual culture.
The Idea of a Writing Laboratory is a book about possibilities, about teaching and learning to write in ways that can transform both teachers and students.
Author Neal Lerner explores higher education’s rich history of writing instruction in classrooms, writing centers and science laboratories. By tracing the roots of writing and science educators’ recognition that the method of the lab––hands-on student activity—is essential to learning, Lerner offers the hope that the idea of a writing laboratory will be fully realized more than a century after both fields began the experiment.
Beginning in the late nineteenth century, writing instructors and science teachers recognized that mass instruction was inadequate for a burgeoning, “non-traditional” student population, and that experimental or laboratory methods could prove to be more effective. Lerner traces the history of writing instruction via laboratory methods and examines its successes and failures through case studies of individual programs and larger reform initatives. Contrasting the University of Minnesota General College Writing Laboratory with the Dartmouth College Writing Clinic, for example, Lerner offers a cautionary tale of the fine line between experimenting with teaching students to write and “curing” the students of the disease of bad writing.
The history of writing within science education also wends its way through Lerner’s engaging work, presenting the pedagogical origins of laboratory methods to offer educators in science in addition to those in writing studies possibilities for long-sought after reform. The Idea of a Writing Laboratory compels readers and writers to “don those white coats and safety glasses and discover what works” and asserts that “teaching writing as an experiment in what is possible, as a way of offering meaning-making opportunities for students no matter the subject matter, is an endeavor worth the struggle.”
Identity and Ethnicity in the Rural South investigates the interaction of cultural and ethnic identity as realized in language variation. Through the quantitative and qualitative analysis of sociolinguistic data on the past tense of the verb be and on its absence, this work explains the synchronic and diachronic trends of language variation and several important social factors, including ethnicity, sex, and cultural identity. This volume also informs the debates about the origins and contemporary synchronic relations of African American Vernacular English to other ethnic varieties.
In this book, a philosopher combines these famous cases with a lifetime of study to examine the threshold of language--that point "between speech and not quite speech." He provides fascinating accounts of the deaf and blind Helen Keller, of chimpanzees like Washoe, and of feral children such as Victor, the "wild boy of Aveyron," putting a new spin on their stories. When does it start, he asks, that miracle most of us take for granted? Where does it come from, that uniquely human power to transform perception and action into thought and the singular activity we call speech?
Here is evidence that, for chimp or child, the crucial factors in acquiring language have less to do with intellect and everything to do with social interaction. Here is confirmation that the "give-and-take, push-and-pull" of daily life forces virtually all of us to acquire language simply to live and work together. Author Jerry Gill offers no pat answers. Rather, he emphasizes imitation and reciprocity—for example, playing pat-a-cake with a baby—as essential to becoming part of a speaking community "and thereby becoming a human being." In addition, Gill gives dozens of examples to show how gesture and facial expression both create and change the meaning of language. In compelling fashion, he underscores the point that language acquisition can be fully understood only in terms of such physical and social activity. The author exposes the flaws of research focused mainly on mental processes and gives little credit to findings based upon artificially contrived experiments.
With vigor, compassion, and a broad-minded humanism, these pages invite the reader to think again about how we say what we mean, how we mean what we say, and where it all starts in the first place. Valuable to students of psychology, linguistics, philosophy, and anthropology, the book will also appeal to general readers who welcome an opportunity to explore familiar things in a new and entirely enjoyable way.
Whereas the Heiskell/Patterson family had been committed to quality journalism, Gannett was focused on the bottom line. The corporation shifted the Gazette’s editorial focus from giving readers what they needed to be engaged citizens to informing them about what they should do in their leisure time. While in many ways the chain trivialized the Gazette’s mission, the paper managed to retain its superior quality. But financial concerns made the difference in Arkansas’s ongoing newspaper war. As the head of a privately held company, Hussman had only himself to answer to, and he never flinched while spending $42 million in his battle with the Pattersons and millions more against Gannett. Gannett ultimately lost $108 million during its five years in Little Rock; Hussman said his losses were far less but still in the tens of millions.
Gannett had to answer to nervous stockholders, most of whom had no tie to, or knowledge of, Arkansas or the Gazette. For Hussman, the Arkansan, the battle had been personal since at least 1978. It is no surprise that the corporation blinked first, and the Arkansas Gazette died on October 18, 1991, the victim of corporate journalism.
I’ll Tell You Mine is an extraordinary anthology, a book rooted in Iowa’s successful program that goes beyond mere celebration to present some of the best nonfiction writing of the past thirty years. Eighteen pieces produced by Iowa graduates exemplify the development of both the program and the field of nonfiction writing. Each is accompanied by commentary from the author on a challenging issue presented by the story and the writing process, including drafting, workshopping, revising, and listening to (or sometimes ignoring) advice. The essays are put into broader context by a prologue from Robert Atwan, founding editor of the Best American Essays series, who details the rise of nonfiction as a literary genre since the New Journalism of the 1960s.
Creative nonfiction is the fastest-growing writing concentration in the country, with more than one hundred and fifty programs in the United States. I’ll Tell You Mine shows why Iowa’s leads the way. Its insider’s view of the Iowa program experience and its wealth of groundbreaking nonfiction writing will entertain readers and inspire writers of all kinds.
Imagining Rhetoric examines how women’s writing developed in the decades between the American Revolution and the Civil War, and how women imagined using their education to further the civic aims of an idealistic new nation.
In the late eighteenth century, proponents of female education in the United States appropriated the language of the Revolution to advance the cause of women’s literacy. Schooling for women—along with abolition, suffrage, and temperance—became one of the four primary arenas of nineteenth-century women’s activism. Following the Revolution, textbooks and fictions about schooling materialized that revealed ideal curricula for women covering subjects from botany and chemistry to rhetoric and composition. A few short decades later, such curricula and hopes for female civic rhetoric changed under the pressure of threatened disunion.
Using a variety of texts, including novels, textbooks, letters, diaries, and memoirs, Janet Carey Eldred and Peter Mortensen chart the shifting ideas about how women should learn and use writing, from the early days of the republic through the antebellum years. They also reveal how these models shaped women’s awareness of female civic rhetoric—both its possibilities and limitations.
Many students come to African history with a host of stereotypes that are not always easy to dislodge. One of the most common is that of Africa as safari grounds—as the land of expansive, unpopulated game reserves untouched by civilization and preserved in their original pristine state by the tireless efforts of contemporary conservationists. With prose that is elegant in its simplicity and analysis that is forceful and compelling, Jan Bender Shetler brings the landscape memory of the Serengeti to life. She demonstrates how the social identities of western Serengeti peoples are embedded in specific spaces and in their collective memories of those spaces. Using a new methodology to analyze precolonial oral traditions, Shetler identifies core spatial images and reevaluates them in their historical context through the use of archaeological, linguistic, ethnographic, ecological, and archival evidence. Imagining Serengeti is a lively environmental history that will ensure that we never look at images of the African landscape in quite the same way.
In immersion reporting—a literary cousin to ethnography, travel writing, and memoir—the writer fully steps into a new world or culture, participating in its trials, rites, and rituals as a member of the group. The end results of these firsthand experiences are familiar to us from bestsellers such as Nickel and Dimed and Behind the Beautiful Forevers. But in a world of wary strangers, where does one begin?
Conover distills decades of knowledge into an accessible resource aimed at writers of all levels. He covers how to “get into” a community, how to conduct oneself once inside, and how to shape and structure the stories that emerge. Conover is also forthright about the ethics and consequences of immersion reporting, preparing writers for the surprises that often surface when their piece becomes public. Throughout, Conover shares anecdotes from his own experiences as well as from other well-known writers in this genre, including Alex Kotlowitz, Anne Fadiman, and Sebastian Junger. It’s a deep-in-the-trenches book that all aspiring immersion writers should have in hand as they take that first leap into another world.
Foreword by Dr. Lois Bridges
Inspired by the Library of Congress Literacy Awards Program and its applicants, which have showcased and disseminated innovative literacy initiatives across the country and around the world since 2013, this book provides evidence-based practice guidelines for librarians and educators. To optimize results, the projects in this book blend early literacy benefits, fundamental reading skills, and other foundational concepts with culture- or community-specific sensitivity and leveraging. They’re adaptable based on age, audience, size, resources, and budget; and most importantly, they address social inequities and foster cross-culture interactions. Inside, readers will find
- detailed profiles of dozens of successful literacy projects, which include such activities as oral storytelling, the Parent-Child Home Program, a repository of multilingual children’s stories, accessible web readers, personal tutors, and many more;
- an overview of universal steps to literacy, explaining how people learn, generic reading skill development, human developmental issues, and habits of literacy;
- research-based factors for impactful literacy projects;
- discussion of the importance and role of literacy partners such as families, schools and universities, libraries, government agencies, nonprofit organizations, and for-profit entities;
- advice on project planning, including needs assessment, goals and objectives, literacy review, target audience, project personnel, resources, setting and timing, communication, support, implementation, and continuous assessment and improvement; and
- guidance on building capacity, empowering the community, and sustaining a culture of literacy.
In nine linked essays, Riley deftly unravels the rhetoric of life’s absurdities and urgencies, its comforts and embarrassments, to insist on the forcible affect of language itself. She teases out the emotional complexities of such quotidian matters as what she ironically terms the right to be lonely in the face of the imperative to be social or the guilt associated with feeling as if you’re lying when you aren’t. Impersonal Passion reinvents questions from linguistics, the philosophy of language, and cultural theory in an illuminating new idiom: the compelling emotion of the language of the everyday.
—from the Foreword by Mark A. Puente
Academic library workers often make use of systemic, bureaucratic, political, collegial, and symbolic dimensions of organizational behavior to achieve their diversity, equity, and inclusion goals, but many are also doing the crucial work of pushing back at the structures surrounding them in ways small and large.
Implementing Excellence in Diversity, Equity, and Inclusion captures emerging practices that academic libraries and librarians can use to create more equitable and representative institutions. 19 chapters are divided into 6 sections:
- Recruitment, Retention and Promotion
- Professional Development
- Leveraging Collegial Networks
- Reinforcing the Message
- Organizational Change
- Assessment
Chapters cover topics including active diversity recruitment strategies; inclusive hiring; gendered ageism; librarians with disabilities; diversity and inclusion with student workers; residencies and retention; creating and implementing a diversity strategic plan; cultural competency training; libraries’ responses to Canadian Truth and Reconciliation Commission Calls to Action; and accountability and assessment. Authors provide practical guiding principles, effective practices, and sample programs and training.
Implementing Excellence in Diversity, Equity, and Inclusion explores how academic libraries have leveraged and deployed their institutions’ resources to effect DEI improvements while working toward implementing systemic solutions. It provides means and inspiration for continuing to try to hire, retain, and promote the change we want to see in the world regardless of existing structures and systems, and ways to improve those structures and systems for the future.
Over the last several decades, neuroscientists, cognitive psychologists, and psycholinguists have investigated the implicit and explicit continuum in language development and use from theoretical, empirical, and methodological perspectives. This book addresses these perspectives in an effort to build connections among them and to draw pedagogical implications when possible.
The volume includes an examination of the psychological and neurological processes of implicit and explicit learning, what aspects of language learning can be affected by explicit learning, and the effects of bilingualism on the mental processing of language. Rigorous empirical research investigations probe specific aspects of acquiring morphosyntax and phonology, including early input, production, feedback, age, and study abroad. A final section explores the rich insights provided into language processing by bilingualism, including such major areas as aging, third language acquisition, and language separation.
Public libraries are a cornerstone of modern civilization, yet like the books in them, libraries face an uncertain future in an increasingly digital world. Undaunted, librarians around the globe are thinking up astonishing ways of reaching those in reading need, whether by bike in Chicago, boat in Laos, or donkey in Colombia. Improbable Libraries showcases a wide range of unforgettable, never-before-seen images and interviews with librarians who are overcoming geographic, economic, and political difficulties to bring the written word to an eager audience. Alex Johnson charts the changing face of library architecture, as temporary pop-ups rub shoulders with monumental brick-and-mortar structures, and many libraries expand their mission to function as true community centers. To take just one example: the open-air Garden Library in Tel Aviv, located in a park near the city’s main bus station, supports asylum seekers and migrant workers with a stock of 3,500 volumes in sixteen different languages.
Beautifully illustrated with two hundred and fifty color photographs, Improbable Libraries offers a breathtaking tour of the places that bring us together and provide education, entertainment, culture, and so much more. From the rise of the egalitarian Little Free Library movement to the growth in luxury hotel libraries, the communal book revolution means you’ll never be far from the perfect next read.
The Improbable Life of the Arkansas Democrat is based on more than one hundred interviews with employees of the Democrat, including editors, reporters, feature writers, cartoonists, circulation managers, business managers, salespeople, typesetters and others, from the 1930s through the early 1990s, when the Democrat took over the more prominent Arkansas Gazette after an aggressive newspaper war.
This new addition to Arkansas journalism history provides vivid details about what it was like to work at the Democrat. August Engel, who led the paper with focused devotion for forty-two years, was famous for his thrift, creating austere conditions that included no air conditioning in the newsroom and sub-par wages. In spite of these drawbacks, the paper was still home to many dedicated journalism professionals endeavoring to do good work.
Readers who remember the ultimate acrimony between the two papers may be surprised to learn that for many years the Democrat and the Gazette owners operated under a tacit agreement of civility. The papers didn’t raid each other’s staff, for example, and when a fire broke out in the Gazette pressroom, Democrat management offered to loan the use of its press. Staffers recall that when the Gazette struggled with an advertising boycott and reduced circulation during the Little Rock Central High crisis because of its perceived progressive editorial stance, which infuriated many Arkansans, the Democrat did less than it might have to capitalize. The eventual newspaper war that combined the two rivals saw the end of any semblance of civility when the Democrat hired an aggressive and infamous managing editor named John Robert Starr.
Through these firsthand stories of those who lived it, The Improbable Life of the Arkansas Democrat tells the story of how the second-place paper overtook the oldest newspaper west of the Mississippi, forever changing not only Arkansas journalism but also Arkansas history.
In this collection, contributors explore how early women journalists contributed to changing cultural understandings of women’s roles, as well as how class and gender politics meshed in the work of particular individuals. They also examine how female journalists adapted to—or challenged—censorship as political structures in Russia shifted. Over the course of this volume, contributors discuss the attitudes of female Russian journalists toward socialism, Russian nationalism, anti-Semitism, women’s rights, and suffrage. Covering the period from the early 1800s to 1917, this collection includes essays that draw from archival as well as published materials and that range from biography to literary and historical analysis of journalistic diaries.
By disrupting conventional ideas about journalism and gender in late Imperial Russia, An Improper Profession should be of vital interest to scholars of women’s history, journalism, and Russian history.
Contributors. Linda Harriet Edmondson, June Pachuta Farris, Jehanne M Gheith, Adele Lindenmeyr, Carolyn Marks, Barbara T. Norton, Miranda Beaven Remnek, Christine Ruane, Rochelle Ruthchild, Mary Zirin
Nazik Saba Yared’s novel, Improvisations on a Missing String, tells the story of Saada Rayyis, who, after a mastectomy and prior to another operation which she may not survive, considers the course of her life with the purpose of understanding not only where she has been, but also where she is going.
In her attempt to cope with complex feelings of alienation and insecurity, she struggles against traditional expectations in order to secure a sense of belonging and fulfillment—but always on her own terms.
From her childhood in Palestine, through her university studies in Cairo, and finally as a teacher in Beirut, we follow the development of this independent woman as she comes to terms with her feelings about family, lovers, politics, art, and finally her own aspirations for belonging.
The statesman at the height of his powers.
Cicero (Marcus Tullius, 106–43 BC), Roman lawyer, orator, politician and philosopher, of whom we know more than of any other Roman, lived through the stirring era that saw the rise, dictatorship, and death of Julius Caesar in a tottering republic. In his political speeches especially and in his correspondence we see the excitement, tension and intrigue of politics and the part he played in the turmoil of the time. Of about 106 speeches, delivered before the Roman people or the Senate if they were political, before jurors if judicial, fifty-eight survive (a few of them incompletely). In the fourteenth century Petrarch and other Italian humanists discovered manuscripts containing more than 900 letters of which more than 800 were written by Cicero and nearly 100 by others to him. These afford a revelation of the man all the more striking because most were not written for publication. Six rhetorical works survive and another in fragments. Philosophical works include seven extant major compositions and a number of others; and some lost. There is also poetry, some original, some as translations from the Greek.
The Loeb Classical Library edition of Cicero is in twenty-nine volumes.
Deaf Americans have identified healthcare as the most difficult setting in which to obtain a qualified interpreter. Yet, relatively little attention has been given to developing evidence-based resources and a standardized body of knowledge to educate healthcare interpreters. In Our Hands: Educating Healthcare Interpreters addresses these concerns by delineating the best practices for preparing interpreters to facilitate full access for deaf people in healthcare settings.
The first section of this volume begins with developing domains and competencies toward a teaching methodology for medical and mental health interpreters. The next chapter describes a discourse approach that relies on analyzing actual transcripts and recordings to train healthcare interpreters. Other chapters feature a model mental health interpreter training program in Alabama; using a Demand-Control Schema for experiential learning; the risk of vicarious trauma to interpreters; online educational opportunities; and interpreting for deaf health care professionals. The second section offers four perspectives on education, including healthcare literacy of the clients; the education of Deaf interpreters; the development of standards for spoken-language healthcare interpreters; and the perspectives of healthcare interpreter educators in Europe. The range and depth of In Our Hands takes significant strides in presenting educational opportunities that can enhance the critical services provided by healthcare interpreters to deaf clients.
Inside her family’s apartment, Sidransky knew a warm, secure place. She recalls her earliest memories of seeing words fall from her parents’ hands. She remembers her father entertaining the family endlessly with his stories, and her mother’s story of tying a red ribbon to herself and her infant daughter to know when she needed anything in the night.
Outside the apartment, the cacophonous hearing world greeted Sidransky’s family with stark stares of curiosity as though they were “freaks.” Always upbeat, her proud father still found it hard to earn a living. When Sidransky started school, she was placed in a class for special needs children until the principal realized that she could hear and speak.
Sidransky portrays her family with deep affection and honesty, and her frank account provides a living narrative of the Deaf experience in pre- and post-World War II America. In Silence has become an invaluable chronicle of a special time and place that will affect all who read it for years to come.
With sections focusing on segmentation by age, gender, and cultural status, In the Company of Books analyzes the ways authors and publishers carved up the field of literary production into a multitude of distinct submarkets, differentiated their products, and targeted specific groups of readers in order to guide their book-buying decisions. Combining innovative approaches to canonical authors such as Nathaniel Hawthorne, Louisa May Alcott, Mark Twain, and Henry James with engaging investigations into the careers of many lesser-known literary figures, Sarah Wadsworth reveals how American writers responded to—and contributed to—this diverse, and diversified, market.
In the Company of Books contends that specialized editorial and marketing tactics, in concert with the narrative strategies of authors and the reading practices of the book-buying public, transformed the literary landscape, leading to new roles for the book in American culture, the innovation of literary genres, and new relationships between books and readers. Both an exploration of a fragmented print culture through the lens of nineteenth-century American literature and an analysis of nineteenth-century American literature from the perspective of this subdivided marketplace, this wide-ranging study offers fresh insight into the impact of market forces on the development of American literature.
In the Face of Adversity explores the dynamics of translating texts that articulate particular notions of adverse circumstances. The contributors show how literary records of painful experiences and dissenting voices are at risk of being stripped of their authenticity when not carefully handled by the translator, how cultural moments in which the translation of a text that would have otherwise fallen into oblivion instead gave rise to a translator who enabled its preservation while ultimately coming into their own as an author as a result, and how the difficulties the translator faces in intercultural or transnational constellations in which prejudice plays a role endangers projects meant to facilitate mutual understanding. The authors address translation as a project of making available and preserving a corpus of texts that would otherwise be in danger of becoming censored, misperceived, or ignored. They look at translation and adaptation as a project of curating textual models of personal, communal, or collective perseverance, and they offer insights into the dynamics of cultural inclusion and exclusion through a series of theoretical frameworks, as well as through a set of concrete case studies drawn from different cultural and historical contexts.
In the House of the Serpent Handler offers an intimate and engrossing look at the latest generation of Pentecostal believers who “take up” venomous snakes as a test of their religious faith. Focusing on several preachers and their families in six Appalachian states, journalist Julia C. Duin explores the impact that such twenty-first-century phenomena as social media and “reality television” have had on rituals long practiced in obscurity.
As Duin reveals, the mortal snakebite suffered by pastor Mack Wolford in 2012 marked the passing of the torch to younger preachers Jamie Coots and Andrew Hamblin, who were featured in the 2013 series Snake Salvation on the National Geographic Channel. Seeing their participation in the show as a way of publicizing their faith and thus winning converts, Coots and Hamblin attempted to reinvent the snake-handling tradition for a modern audience. The use of the internet, particularly Facebook, became another key part of their strategy to spread their particular brand of Christianity. However, Coots’s own death in 2014 was widely reported after the TV series was canceled, while Hamblin, who emerges as the central figure in the book, was arrested and tried after a shooting incident involving his estranged wife. His hopes of becoming a serpent-handling superstar seemingly dashed, Hamblin spent several months in prison, emerging more determined than ever to keep to the faith. By the end of the narrative, he has begun a new church where he can pass on the tradition to yet another generation.
Duin’s thorough, sympathetic reporting and lively style bring the ecstatic church services she witnessed vividly to life, and through interviews and quotations from the principals’ Facebook postings, she has allowed them to express their beliefs and reveal their everyday lives in their own words. She also gives the reader an up-close view of how a reporter pursues a story and the various difficulties encountered along the way. Together these elements frame a striking picture: the young practitioners of a century-old custom—one so often dismissed as bizarre by outsiders—adjusting to the challenges of the new millennium.
Julia C. Duin, the former religion editor for the Washington Times, has published articles in the Washington Post, the Wall Street Journal and other national publications. She is the author of five previous books, including, most recently, Days of Fire and Glory: The Rise and Fall of a Charismatic Community.
Though the war on terrorism is said to have generated unprecedented military situations, arguments for the Patriot Act and military tribunals following 9/11 resemble many historical claims for restricting civil liberties, more often than not in the name of necessity.
Marouf Hasian Jr. examines the major legal cases that show how various generations have represented the need for military tribunals, and how officials historically have applied the term “necessity.” George Washington cited the necessity of martial discipline in executing the British operative Major André. Tribunals tried and convicted more than 200 Sioux warriors during the Dakota Wars. President Lincoln suspended habeas corpus for many civilian and military prisoners during the Civil War. Twentieth Century military and civilian leaders selectively drafted their own codes, leading to the execution of German saboteurs during World War II. Further, General MacArthur’s tribunal to investigate the wartime activities of Japanese General Yamashita raised the specter of “victor’s justice,” anticipating the outcry that attended the Nuremberg trials.
In those cases as in current debates about the prosecution of terrorists, Hasian argues that the past is often cited selectively, neglecting historical contexts and the controversies these cases engendered.
In the Name of the Father: The Rhetoric of the New Southern Baptist Conventionbegins with an analysis of the 1979 Southern Baptist Convention, the watershed convention where moderate forces fell before the powerful oratory of the ultraconservative faction, which has remained in power ever since. Communication professors Carl L. Kell and L. Raymond Camp investigate the rhetorical shift from moderate to ultraconservative in the Southern Baptist Convention, the largest denomination in the South and the largest Protestant denomination in the United States.
Drawing on sermons delivered at national conventions from 1979 to the present, Kell and Camp outline the discourses of fundamentalism, inerrancy, and exclusion. These discourses, the authors assert, point to the SBC leaders’ call for a return to times before feminism and tolerance of varying sexual orientations allegedly brought chaos to society and shook believers from their theological foundations.
As a diary writer imagines shadow readers rifling diary pages, she tweaks images of the self, creating multiple readings of herself, fixed and unfixed. When the readers and potential readers are husbands and publishers, the writer maneuvers carefully in a world of men who are quick to judge and to take offense. She fills the pages with reflections, anecdotes, codes, stories, biographies, and fictions. The diary acts as a site for the writer’s tension, rebellion, and remaking of herself.
In this book Martinson examines the diaries of Virginia Woolf, Katherine Mansfield, Violet Hunt, and Doris Lessing’s fictional character Anna Wulf, and shows that these diaries (and others like them) are not entirely private writings as has been previously assumed. Rather, their authors wrote them knowing they would be read. In these four cases, the audience is the author’s male lover or husband, and Martinson reveals how knowledge of this audience affects the language and content in each diary. Ultimately, she argues, this audience enforces a certain “male censorship” which changes the shape of the revelations, the shape of the writer herself, making it impossible for the female author to be honest in writing about her true self.
Even sophisticated readers often assume that diaries are primarily private. This study interrogates the myth of authenticity and self-revelation in diaries written under the gaze of particular peekers.
How acts of violence are rhetorically "managed" by social movements: In the Wake of Violence explores the immediate and longer term aftermath of violence committed by independent radicals involved in single-issue movements. Cheryl R. Jorgensen-Earp explores several specific incidents in recent history—the arson of a Vail ski resort by environmentalists, the murder of Dr. John Britton by an antiabortion activist, and the torching of a University of California research laboratory by animal rights activists among them—to discover how the perpetrators of the violence and the majority of reformers involved in their movements rhetorically framed the violent act for a potentially outraged public.
In the Wake of Violence, claims Jorgensen-Earp, the perpetrators are often forthcoming with both explanations for and a defense of their actions, casting themselves as righteous actors or martyrs for a cause. However, ardent reformers within the same cause might look with genuine revulsion at the actions of their own radical wing. This study claims that the nonviolent majority in single-issue reform movements employs a predictable constellation of rhetorical strategies to manage the impact of radical fringe violence. The primary goal of this rhetoric is to avoid a backlash against the larger movement by a public alienated by violent acts.
In examining specific rhetorical responses by the nonviolent majority in antiabortion, animal welfare, environmental reform, abolition, and women’s suffrage movements, Jorgensen-Earp considers a wide range of discourse types—from newspaper articles, interviews, and editorials to private letters; from editorial cartoons to the homemade signs of movement activists; and from speeches to modern Internet sites. She discovers that the image restoration techniques brought to bear for a reform cause are similar to those employed by a corporation accused of wrongdoing. Ultimately, she finds that the majority of proponents of the causes she examines believe that the violence can or will be condoned and that it must be rhetorically mitigated.
Include, part of a six-volume series on the Shared Foundations in AASL’s National School Library Standards, brings together a chorus of school librarians, scholars, and students representing a wide range of races, ethnicities, experiences, and identities. This book offers
- an understanding of why the concept of Include is paramount to school librarian practice, supported by key research to share and inspire the inclusion of learner and educator voices and experiences;
- an explanation of what it looks like to successfully integrate the Include Shared Foundation in terms of collection, space, and instruction;
- useable guidance that school librarians can confidently incorporate in their settings , including easy-to-implement ideas, inspiring stories, events, and transformation; and
- reflections, questions, and action steps to help readers move their practice forward.
Inconvenient Strangers: Transnational Subjects and the Politics of Citizenship draws attention to how intersecting networks of power—particularly race and ethnicity, gender, and social class—marginalize transnational subjects who find themselves outside a dominant citizenship that privileges familiarity and socioeconomic and racial superiority. In this study of how neoliberal ideas limit citizenship for marginalized populations in Hong Kong, Shui-yin Sharon Yam examines how three transnational groups—mainland Chinese maternal tourists, Southeast Asian migrant domestic workers, and South Asian permanent residents—engage with the existing citizenry and gain recognition through circulating personal narratives.
Coupling transnational feminist studies with research on emotions, Yam analyzes court cases, interviews, social media discourse, and the personal narratives of Hong Kong’s marginalized groups to develop the concept of deliberative empathy—critical empathy that prompts an audience to consider the structural sources of another’s suffering while deliberating one’s own complicity in it. Yam argues that storytelling and familial narratives can promote deliberative empathy among the audience as both a political and ethical response—carrying the affective power to jolt the dominant citizenry out of their usual xenophobic attitudes and ultimately prompt them to critically consider the human conditions they share with the marginalized and move them toward more ethical coalitions.
Creativity needs a platform. As technology consultant David Weinberger puts it, “A platform provides resources that lets other people build things.” The library is an ideal platform, and in this book Batykefer and Damon-Moore, creators of the Library as Incubator Project, share the experiences of numerous creative library workers and artists who are making it happen. Their stories will show you how to move beyond merely responding to community needs towards actively building a platform with your community. And best of all, you don’t need to start from scratch—rather, you amplify what’s already working. Filled with ideas and initiatives that can be customized to suit your library and its community, this book
- discusses the four elements (Resources, Invitations, Partnerships & Engagement, and Staff) and the two lenses (Community-Led and Evaluation) of the Creative Library platform;
- outlines six steps for surveying your community’s artistic landscape;
- gives methods for expanding partnerships and connections with individuals and organizations through exploration, hands-on learning, and engagement with the community;
- shares perspectives on the “ideal library” from several artists, with three examples of artist-in-residence programs;
- offers examples of community invitations in action, such as the Pittsburgh Fiberarts Guild workshops on creating flowers using recycled materials;
- shows how to use “orphan photos” from your archives for creative inspiration;
- advises on using qualitative evaluations to effectively “weed” your initiatives; and
- shares tips for encouraging library staff to express their creativity, turning avocations into library initiatives like Handmade Crafternoons, the Yahara Music Library, or BOOKLESS.
By building on existing elements at your library and filling in the gaps with community-driven additions, your library can be a space that cultivates creativity in both its users and staff.
In this age of searchable text, the need for an index made with human input is sometimes questioned. But a good index can do what a plain search cannot: It gathers all the substantive terms and subjects of the work, sorts them alphabetically, provides cross-references to and from related terms, and includes specific page numbers or other locators or, for electronic formats, direct links to the text. This painstaking intellectual labor serves readers of any longer work, whether it is searchable or not. For searchable texts, an index provides insurance against fruitless queries and unintended results. In a word, a good index makes the text more accessible.
Most book indexes must be assembled swiftly between the time page proofs are issued and the time they are returned to the typesetter—usually about four weeks. An author preparing their own index will have to proofread as well as index the work in that short time span.
This insightful chapter-length booklet will guide both professionals and first-time indexers in assembling an index that will do justice to both the book and the reader.
Like its predecessor, this edition of Indexing Books offers comprehensive, reliable treatment of indexing principles and practices relevant to authors and indexers alike. In addition to practical advice, the book presents a big-picture perspective on the nature and purpose of indexes and their role in published works. New to this edition are discussions of "information overload" and the role of the index, open-system versus closed-system indexing, electronic submission and display of indexes, and trends in software development, among other topics.
Mulvany is equally comfortable focusing on the nuts and bolts of indexing—how to determine what is indexable, how to decide the depth of an index, and how to work with publisher instructions—and broadly surveying important sources of indexing guidelines such as The Chicago Manual of Style, Sun Microsystems, Oxford University Press, NISO TR03, and ISO 999. Authors will appreciate Mulvany's in-depth consideration of the costs and benefits of preparing one's own index versus hiring a professional, while professional indexers will value Mulvany's insights into computer-aided indexing. Helpful appendixes include resources for indexers, a worksheet for general index specifications, and a bibliography of sources to consult for further information on a range of topics.
Indexing Books is both a practical guide and a manifesto about the vital role of the human-crafted index in the Information Age. As the standard indexing reference, it belongs on the shelves of everyone involved in writing and publishing nonfiction books.
"What is the 'meaning' of names like Coosa and Tallapoosa? Who named the Alabama and Tombigbee and Tennessee rivers? How are Cheaha and Conecuh and Talladega pronounced? How did Opelika and Tuscaloosa get their names? Questions like these, which are asked by laymen as well as by historians, geographers, and students of the English language, can be answered only by study of the origins and history of the Indian names that dot the map of Alabama.—from the Foreword
Originally published by Professor Read in 1937, this volume was revised, updated, and annotated in 1984 by James B. McMillan and remains the single best compedium on the topic.
Samar Sinha presents pioneering research into the grammatical properties of Indian Sign Language (ISL), a language used by members of the Deaf community in India. This detailed and well-illustrated study describes the grammar of ISL and is supplemented by comparative and theoretical analyses in the core areas of sublexical structure, morphology, and syntax. Sinha offers a field-based, comprehensive analysis that covers topics such as
o sign formation parameters
o syllable structure
o sonority hierarchy
o semantics of space
o pluralization strategies
o phi-features
o indexing and localization
o agreement
o word order
He provides a description of the Indian Deaf community that serves to frame his analysis of ISL and highlights the need for greater awareness and acknowledgment of the language and its users. The lack of research on ISL in Indian academia has slowed efforts toward the standardization of ISL and the development of pedagogical materials. This work adds to the growing understanding of natural human language in general and ISL in particular. It also contributes to the empowerment of the Deaf community in India and will strengthen the efforts carried out by d/Deaf activists and researchers.
Who has the right to represent Native history?
The past several decades have seen a massive shift in debates over who owns and has the right to tell Native American history and stories. For centuries, non-Native actors have collected, stolen, sequestered, and gained value from Native stories and documents, human remains, and sacred objects. However, thanks to the work of Native activists, Native history is now increasingly being repatriated back to the control of tribes and communities. Indigenous Archival Activism takes readers into the heart of these debates by tracing one tribe’s fifty-year fight to recover and rewrite their history.
Rose Miron tells the story of the Stockbridge-Munsee Mohican Nation and their Historical Committee, a group of mostly Mohican women who have been collecting and reorganizing historical materials since 1968. She shows how their work is exemplary of how tribal archives can be used strategically to shift how Native history is accessed, represented, written and, most importantly, controlled. Based on a more than decade-long reciprocal relationship with the Stockbridge-Munsee Mohican Nation, Miron’s research and writing is shaped primarily by materials found in the tribal archive and ongoing conversations and input from the Stockbridge-Munsee Historical Committee.
As a non-Mohican, Miron is careful to consider her own positionality and reflects on what it means for non-Native researchers and institutions to build reciprocal relationships with Indigenous nations in the context of academia and public history, offering a model both for tribes undertaking their own reclamation projects and for scholars looking to work with tribes in ethical ways.
Tekobbe’s methods for analyzing and understanding Indigenous knowledges online center Indigenous storytelling and “thick” (broad, deep, and complex) Indigenous meaning-making. Employing this thickness to interpret Indigenous knowledge ways resists the settler-colonial logics that tend to flatten complex Indigenous concepts into one-note representations of racial stereotypes. Native Americans’ use of social media and digital platforms to support social movements uniquely constructs Indigenous identities as living, producing, and culture-making people, which confronts the commonplace, one-dimensional narrative that Indigenous North Americans either live in isolation or are people of history resigned to the long-forgotten past. Tekobbe’s methods are applicable to additional online research to break through Western paradigms of oppositional critique, the colonial power matrix embedded in hierarchical and taxonomical classification systems, and participant objectification.
Indigenous Voices in Digital Spaces offers new methodological and epistemological opportunities to explore digital communities and technologies, problematizing conventional Western critique. This book is useful to instructors in Indigenous studies, internet studies, digital literacies, cultural studies, and communications, as well as Indigenous and internet studies researchers.
In Inessential Solidarity, Diane Davis examines critical intersections of rhetoric and sociality in order to revise some of rhetorical theory’s basic presumptions. Rather than focus on the arguments and symbolic exchanges through which social relations are defined, Davis exposes an underivable rhetorical imperative, an obligation to respond that is as undeniable as the obligation to age. Situating this response-ability as the condition for, rather than the effect of, symbolic interaction, Davis both dissolves contemporary concerns about linguistic overdetermination and calls into question long-held presumptions about rhetoric’s relationship with identification, figuration, hermeneutics, agency, and judgment.
Spotlighting a rhetorical “situation” irreducible to symbolic relations, Davis proposes quite provocatively that rhetoric—rather than ontology (Aristotle/Heidegger), epistemology (Descartes), or ethics (Levinas)—is “first philosophy.” The subject or “symbol-using animal” comes into being, Davis argues both with and against Emmanuel Levinas, only inasmuch as it responds to the other; the priority of the other is not a matter of the subject's choice, then, but of its inescapable predicament. Directing the reader’s attention to this inessential solidarity without which no meaning-making or determinate social relation would be possible, Davis aims to nudge rhetorical studies beyond the epistemological concerns that typically circumscribe theories of persuasion toward the examination of a more fundamental affectability, persuadability, responsivity.
Information Now is an innovative approach to information literacy that will reinvent the way college students think about research. Instead of the typical textbook format, it uses illustrations, humor, and reflective exercises to teach students how to become savvy researchers. Students will learn how to evaluate information, to incorporate it into their existing knowledge base, to wield it effectively, and to understand the ethical issues surrounding its use. Written by two library professionals, it incorporates concepts and skills drawn from the Association of College and Research Libraries’ Information Literacy Competency Standards for Higher Education and their Framework for Information Literacy for Higher Education. Thoroughly researched and highly engaging, Information Now offers the tools that students need to become powerful consumers and creators of information.
Whether used by a high school student tackling a big paper, an undergrad facing the newness of a university library, or a writer wanting to go beyond Google, Information Now is a powerful tool for any researcher’s arsenal.
This second edition of the popular guide incorporates critical analysis of information systems, asking students to think about the biases and problems in how databases and search engines are designed and used. It also addresses how different populations of people are disproportionately affected by the algorithmic biases built into information systems. And it includes revised critical thinking exercises in every chapter.
Written and revised by library professionals, Information Now is a fun and insightful tool for high school and college students, writers, and anyone wanting to improve their research skills.
An Open Letters Review Best Book of the Year
“Grafton presents largely unfamiliar material…in a clear, even breezy style…Erudite.”
—Michael Dirda, Washington Post
In this celebration of bookmaking in all its messy and intricate detail, Anthony Grafton captures both the physical and mental labors that went into the golden age of the book—compiling notebooks, copying and correcting proofs, preparing copy—and shows us how scribes and scholars shaped influential treatises and forgeries.
Inky Fingers ranges widely, from the theological polemics of the early days of printing to the pathbreaking works of Jean Mabillon and Baruch Spinoza. Grafton draws new connections between humanistic traditions and intellectual innovations, textual learning and the delicate, arduous, error-riddled craft of making books. Through it all, he reminds us that the life of the mind depends on the work of the hands, and the nitty gritty labor of printmakers has had a profound impact on the history of ideas.
“Describes magnificent achievements, storms of controversy, and sometimes the pure devilment of scholars and printers…Captivating and often amusing.”
—Wall Street Journal
“Ideas, in this vivid telling, emerge not just from minds but from hands, not to mention the biceps that crank a press or heft a ream of paper.”
—New York Review of Books
“Grafton upends idealized understandings of early modern scholarship and blurs distinctions between the physical and mental labor that made the remarkable works of this period possible.”
—Christine Jacobson, Book Post
“Scholarship is a kind of heroism in Grafton’s account, his nine protagonists’ aching backs and tired eyes evidence of their valiant dedication to the pursuit of knowledge.”
—London Review of Books
Programs in technical writing, technical communication, and/or professional communication have recently grown in enrollment as the demand among employers for formally prepared technical writers and editors has grown. In response, scholarly treatments of the subject and the teaching of technical writing are also burgeoning, and the body of research and theory being published in this field is many times larger and more accessible than it was even a decade ago.
Although many theoretical and disciplinary perspectives can potentially inform technical communication teaching, administration, and curriculum development, the actual influences on the field's canonical texts have traditionally come from a rather limited range of disciplines. Innovative Approaches to Teaching Technical Communication brings together a wide range of scholars/teachers to expand the existing canon.
Researchers now understand interpreting as an active process between two languages and cultures, with social interaction, sociolinguistics, and discourse analysis as more appropriate theoretical frameworks. Roy’s penetrating new book acts upon these new insights by presenting six dynamic teaching practices to help interpreters achieve the highest level of skill.
Jeffrey Davis illustrates the translation skills that form the basis for teaching consecutive and simultaneous interpreting to help students understand the intended meaning of the source message, and also the manner in which listeners understand it. Rico Peterson demonstrates the use of recall protocols, which can be used to teach metacognitive skills and to assess the student’s sign language comprehension. Finally, Janice Humphrey details the use of graduation portfolios, a valuable assessment tool used by faculty to determine a student’s level of competency. These imaginative techniques in Innovative Practices promise gains in sign language interpreting that will benefit teachers, students, and clients alike in the very near future.
Heritage language (HL) learning and teaching presents particularly difficult challenges. Melding cutting-edge research with innovations in teaching practice, the contributors in this volume provide practical knowledge and tools that introduce new solutions informed by linguistic, sociolinguistic, and educational research on heritage learners. Scholars address new perspectives and orientations on designing HL programs, assessing progress and proficiency, transferring research knowledge into classroom practice, and the essential question of how to define a heritage learner. Articles offer analysis and answers on multiple languages, and the result is a unique and essential text—the only comprehensive guide for heritage language learning based on the latest theory and research with suggestions for the classroom.
“You are what you eat,” but what if you’re seen as a rat eater, bat lover, or MSG user? In Inscrutable Eating, Jennifer Lin LeMesurier considers how everyday assumptions about Asian food influence the perception of Asian and Asian American identity within the US racial landscape, demonstrating that beliefs about how certain people eat are inseparable from attitudes that support hierarchies around race, gender, and sexuality.
Drawing on rhetorical theory, affect theory, and Asian American studies, LeMesurier analyzes messages in US popular culture about Asian eating to develop the concept of gut orientations: rhetorically dominant ways of interacting with food that scale upward to feelings of desire and disgust toward social groups. Looking at examples from fears around MSG to uproar over wet markets as the source of COVID-19, she argues that these “gut” reactions establish certain racial views as common-sense truths rather than cultural biases, reinforcing dominant norms about what belongs on whose plate, or who belongs at what table. In demystifying marginalizing discourse around food and eating, LeMesurier shows how exposing the tacit, felt ideas of consumption is necessary to contest broader forms of discrimination.
Inside Academic Writing is designed to prepare students in any academic discipline for graduate-level writing. The text situates students within their writing communities by prioritizing the steps of learning; students are directed to use common threads of academic writing across disciplines. The goal of Inside Academic Writing is to give students the opportunity to write for a variety of audiences and to develop the knowledge necessary to recognize how to write for different audiences and purposes.
Inside Academic Writing allows students to examine basic assumptions about writing before they learn specific strategies for targeting the audience or mapping the flow of information. Through the material in this textbook, students will create a portfolio of writings that includes a biographical statement and a research interest essay—important pieces of writing that are rarely taught in courses. Other types of writing featured are a summary, a problem-solution text, a comparative structure paper, and a commentary.
Other textbooks prepare students for graduate writing, but Inside Academic Writing was designed to bridge the gap between non-academic writing and the writing required within an academic community, with one’s peers, colleagues, and field experts. In addition, Inside Academic Writing offers guidance on writing materials for grants, fellowships, conferences, and publication.
In this absorbing story of the changing life of a community, the authors of Deaf in America reveal historical events and forces that have shaped the ways that Deaf people define themselves today. Inside Deaf Culture relates Deaf people's search for a voice of their own, and their proud self-discovery and self-description as a flourishing culture.
Padden and Humphries show how the nineteenth-century schools for the deaf, with their denigration of sign language and their insistence on oralist teaching, shaped the lives of Deaf people for generations to come. They describe how Deaf culture and art thrived in mid-twentieth century Deaf clubs and Deaf theatre, and profile controversial contemporary technologies.
Most triumphant is the story of the survival of the rich and complex language American Sign Language, long misunderstood but finally recently recognized by a hearing world that could not conceive of language in a form other than speech. In a moving conclusion, the authors describe their own very different pathways into the Deaf community, and reveal the confidence and anxiety of the people of this tenuous community as it faces the future.
Inside Deaf Culture celebrates the experience of a minority culture--its common past, present debates, and promise for the future. From these pages emerge clear and bold voices, speaking out from inside this once silenced community.
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