Designed as a broad introductory survey, and written by experts in the field, this book examines the rise of American music over the past hundred years — the period in which that music came into its own and achieved unprecedented popularity. Beginning with a look at music as a business, eleven essays explore a variety of popular musical genres, including Tin Pan Alley, blues, jazz, country, gospel, rhythm and blues, rock and roll, folk, rap, and Mexican American corridos. Reading these essays, we come to see that the forms created by one group often appeal to, and are in turn influenced by, other groups — across lines of race, ethnicity, class, gender, region, and age. The chapters speak to one another, arguing for the primacy of such concepts as minstrelsy, urbanization, hybridity, and crossover as the most powerful tools for understanding American popular music. Moving beyond outdated music-industry categories and misleading genre labels, while acknowledging the complexities of the market, the book recovers and reinforces the essential blackness of much popular music—even a presumably white form like country and western. In addition to Rachel Rubin and Jeffrey Melnick, contributors include Reebee Garofalo, Geoffrey Jacques, Kip Lornell, Mark Anthony Neal, Millie Rahn, David Sanjek, James Smethurst, Elijah Wald, and Gail Hilson Woldu.

Beyond Tordesillas: New Approaches to Comparative Luso-Hispanic Studies is the first volume of its kind to be published in English. Bringing together young and established scholars, it seeks to consolidate the vital work being done on the connections between the Spanish- and Portuguese-speaking worlds on both sides of the Atlantic. The volume builds from an understanding that Iberian and Latin American cultures are inherently transoceanic—having engaged in earlier eras in parallel, and sometimes interconnected, colonization projects around the world and more recently in postcolonial evaluations of these practices and their legacies.
 
The jumping-off point for Beyond Tordesillas is the critic Jorge Schwartz’s evocative call to arms, “Down with Tordesillas!” In this groundbreaking essay, Schwartz looks to the imaginary line created by the Treaty of Tordesillas (1494), which divided the known world into Spanish and Portuguese spheres of influence, to stand in for generations of literary and cultural noncommunication between the Spanish- and Portuguese-speaking spheres, and their attendant academic disciplines. This volume’s contributions range topically across continents, from the Iberian Peninsula to Latin American countries. They also range across genres, with studies that analyze fictional narrative, music, performance, and visual culture. Beyond Tordesillas forcefully challenges the disciplinary—and indeed, arbitrary—boundaries that for too long have separated Hispanic and Luso-Brazilian studies.
 

On May 21, 2010, Daniel J. Cohen and Tom Scheinfeldt posted the following provocative questions online:

“Can an algorithm edit a journal? Can a library exist without books? Can students build and manage their own learning management platforms? Can a conference be held without a program? Can Twitter replace a scholarly society?”

As recently as the mid-2000s, questions like these would have been unthinkable. But today serious scholars are asking whether the institutions of the academy as they have existed for decades, even centuries, aren’t becoming obsolete. Every aspect of scholarly infrastructure is being questioned, and even more importantly, being hacked. Sympathetic scholars of traditionally disparate disciplines are canceling their association memberships and building their own networks on Facebook and Twitter. Journals are being compiled automatically from self-published blog posts. Newly minted PhDs are forgoing the tenure track for alternative academic careers that blur the lines between research, teaching, and service. Graduate students are looking beyond the categories of the traditional CV and building expansive professional identities and popular followings through social media. Educational technologists are “punking” established technology vendors by rolling out their own open source infrastructure.

Here, in Hacking the Academy, Daniel J. Cohen and Tom Scheinfeldt have gathered a sampling of the answers to their initial questions from scores of engaged academics who care deeply about higher education. These are the responses from a wide array of scholars, presenting their thoughts and approaches with a vibrant intensity, as they explore and contribute to ongoing efforts to rebuild scholarly infrastructure for a new millennium.

This volume offers new calendrical models and methodologies for reading, dating, and interpreting the general significance of the Madrid Codex. The longest of the surviving Maya codices, this manuscript includes texts and images painted by scribes conversant in Maya hieroglyphic writing, a written means of communication practiced by Maya elites from the second to the fifteenth centuries A.D. Some scholars have recently argued that the Madrid Codex originated in the Petén region of Guatemala and postdates European contact. The contributors to this volume challenge that view by demonstrating convincingly that it originated in northern Yucatán and was painted in the Pre-Columbian era. In addition, several contributors reveal provocative connections among the Madrid and Borgia group of codices from Central Mexico.

Contributors include: Harvey M. Bricker, Victoria R. Bricker, John F. Chuchiak IV, Christine L. Hernández, Bryan R. Just, Merideth Paxton, and John Pohl. Additional support for this publication was generously provided by the Eugene M. Kayden Fund at the University of Colorado.

The Third Volume in the Interpreter Education Series

The latest addition to the Interpreter Education series expands the tools available to instructors with six new, vital chapters on new curricula and creative teaching methods. Series editor Cynthia B. Roy leads the way by calling for the use of a discourse-oriented curriculum for educating interpreters. In the following chapter, Claudia Angelelli outlines the bottom-line principles for teaching effective health-care interpreting, postulating a model that depends upon the development of skills in six critical areas: cognitive-processing, interpersonal, linguistics, professional, setting-specific, and sociocultural. Risa Shaw, Steven D. Collins, and Melanie Metzger collaborate on describing the process for establishing a bachelor of arts program in interpreting at Gallaudet University distinct from the already existent masters program.

In the fourth chapter, Doug Bowen-Bailey describes how to apply theories of discourse-based interpreter education in specific contexts by producing customized videos. Jemina Napier blends three techniques for instructing signed language interpreters in Australia: synthesizing sign and spoken language interpreting curricula; integrating various interpreting concepts into a theoretical framework; and combining online and face-to-face instruction. Finally, Helen Slatyer delineates the use of an action research methodology to establish a curriculum for teaching ad hoc interpreters of languages used by small population segments in Australia.

Bringing together historically and ethnographically grounded studies of the social and political life of Brazil and Mexico, this collection of essays revitalizes resistance as an area of study. Resistance studies boomed in the 1980s and then was subject to a wave of critique in the 1990s. Covering the colonial period to the present day, the case studies in this collection suggest that, even if much of that critique was justified, resistance remains a useful analytic rubric. The collection has three sections, each of which is preceded by a short introduction. A section focused on religious institutions and movements is bracketed by one featuring historical studies from the sixteenth through the nineteenth centuries and another gathering more contemporary, ethnographically-based studies. Introducing the collection, the anthropologist John Gledhill traces the debates about resistance studies. In the conclusion, Alan Knight provides a historian’s perspective on the broader implications of the contributors’ findings.

Contributors. Helga Baitenmann, Marcus J. M. de Carvalho, Guillermo de la Peña, John Gledhill, Matthew Gutmann, Maria Gabriela Hita, Alan Knight, Ilka Boaventura Leite, Jean Meyer, John Monteiro, Luis Nicolau Parés, Patricia R. Pessar, Patience A. Schell, Robert Slenes, Juan Pedro Viqueira, Margarita Zárate

 

This collection brings together two groups of scholars. The first, persons active in presidential research, assess the state of the literature in the recruitment and selection of presidential candidates, presidential personality, advisory networks, policy making, evaluations of presidents, and comparative analysis of chief executives.

A second group of scholars, specialists in cognitive psychology, formal theory, organization theory, leadership theory, institutionalism, and methodology, apply their expertise to the analysis of the presidentcy in an effort to generate innovative approaches to presidential research. By taking a fresh look at a well-established field, these groundbreaking essays encourage scholars to renew their emphasis on explanation in research.