What happens to the writing of dance history when issues of sexuality and sexual identity are made central? What happens to queer theory, and to other theoretical constructs of gender and sexuality, when a dancing body takes center stage? Dancing Desires asks these questions, exploring the relationship between dancing bodies and sexual identity on the concert stage, in nightclubs, in film, in the courts, and on the streets. From Nijinsky’s balletic prowess to Charlie Chaplin's lightfooted "Little Tramp," from lesbian go-go dancers to the swans of Swan Lake, from the postmodern works of Bill T. Jones to the dangers of same-sex social dancing at Disneyland and the ecstatic Mardi Gras dance parties of Sydney, Australia, this book tracks the intersections of dance and human sexuality in the twentieth century as the definition of each has shifted and expanded.
     The contributors come from a number of fields (literature, history, theater, dance, film studies, legal studies, critical race studies) and employ methodologies ranging from textual analysis and film theory to ethnography. By embracing dance, and bodily movement more generally, as a crucial focus for investigation, together they initiate a new agenda for tracking the historical kinesthetics of sexuality.

Khanna traces the colonial backgrounds of psychoanalysis from its beginnings in the late nineteenth century up to the present. Illuminating Freud’s debt to the languages of archaeology and anthropology throughout his career, Khanna describes how Freud altered his theories of the ego as his own political status shifted from Habsburg loyalist to Nazi victim. Dark Continents explores how psychoanalytic theory was taken up in Europe and its colonies in the period of decolonization following World War II, focusing on its use by a range of writers including Jean-Paul Sartre, Simone de Beauvoir, Octave Mannoni, Aimé and Suzanne Césaire, René Ménil, Frantz Fanon, Albert Memmi, Wulf Sachs, and Ellen Hellman. Given the multiple gendered and colonial contexts of many of these writings, Khanna argues for the necessity of a postcolonial, feminist critique of
decolonization and postcoloniality.

Viego argues that the repeated themes of wholeness, completeness, and transparency with respect to ethnic and racialized subjectivity are fundamentally problematic as these themes ultimately lend themselves to the project of managing and controlling ethnic and racialized subjects by positing them as fully knowable, calculable sums: as dead subjects. He asserts that the refusal of critical race and ethnic studies scholars to read ethnic and racialized subjects in a Lacanian framework—as divided subjects, split in language—contributes to a racist discourse. Focusing on theoretical, historical, and literary work in Latino studies, he mines the implicit connection between Latino studies’ theory of the “border subject” and Lacan’s theory of the “barred subject” in language to argue that Latino studies is poised to craft a critical multiculturalist, anti-racist Lacanian account of subjectivity while adding historical texture and specificity to Lacanian theory.

In her landmark book Inner Lives of Deaf Children: Interviews and Analysis, Martha A. Sheridan explored the lifeworlds — the individual and collective elements and realities that are present within the participants’ existential experiences, their relationships, and their truths — of seven deaf and hard of hearing children between the ages of seven and ten. What she discovered were deaf children with strengths, positive experiences, and positive relationships. Sheridan’s new book Deaf Adolescents: Inner Lives and Lifeworld Development returns to these seven individuals, now between the ages of 13 and 17, to see how their lives have progressed since their first interviews.

Establishing an identity is said to be a primary and necessary task of adolescence. Deaf Adolescents reveals how these young adults all have begun to deal with tasks and situations that lead them to rely more on themselves and others outside of their families. Many of them talk about the athletic challenges that they face, and how their success depends upon their own efforts. They also think about the future while biding their time, taking “a break” from the furious growth that they are experiencing and also enjoying time spent with other deaf friends.

In this volume, Sheridan examines the similarities and differences that these deaf young adults reveal in their views at two developmental points in their lives. Her renewed study has advanced the quest to determine what pathways and spaces can foster productive, healthy, satisfying, actualized deaf lives.

Epistemology is the study of how “knowledge” is formed. Standard epistemology isolates the “known” from the “knowers,” thereby defining “knowledge” as objectively constant. Multiple epistemologies suggest that individuals learn in different ways shaped by life factors such as education, family, ethnicity, history, and regional beliefs. In this groundbreaking volume, editors Peter V. Paul and Donald F. Moores call on ten other noted scholars and researchers to join them in examining the many ways that deaf people see and acquire deaf knowledge.

       This collection considers three major groups of deaf knowledge perspectives: sociological and anthropological, historical/psychological and literary, and educational and philosophical. The first explores the adoption of a naturalized, critical epistemological stance in evaluating research; the epistemology of a positive deaf identity; how personal epistemologies can help form deaf education policies; and valuing deaf indigenous knowledge in research. The next part considers dueling epistemologies in educating deaf learners; reforms in deaf education; the role of deaf children of hearing parents in creating Deaf epistemologies; and the benefit of reading literature with deaf characters for all students. The final part explores the application of the Qualitative-Similarity Hypothesis to deaf students’ acquisition of knowledge; a metaparadigm for literacy instruction in bilingual-bicultural education; collaborative knowledge-building to access academia; and examination of the benefits and disadvantages of being deaf.

In Deaf People Around the World: Educational and Social Perspectives, the leading researchers in 30 nations describe the shared developmental, social, and educational issues facing deaf people filtered through the prism of unique national, regional, ethnic, and racial realities. Editors Donald F. Moores and Margery S. Miller have organized this remarkable collection in five major sections: Asia/Pacific, the Middle East and Africa, Europe, North and South America, and International Developments, which includes the International Committee on Sports for the Deaf and the World Federation of the Deaf.

More than 50 internationally recognized scholars provide a historical view of the education and treatment of deaf people in their respective countries. They examine a wide range of issues, including current academic placement; communication modes used in schools; the recognition of sign languages; the curricula of the deaf schools versus that of regular schools; for secondary and postsecondary opportunities; the status of deaf adults; deaf teachers; special laws if any; the preparation of teachers, psychologists, therapists, and other special personnel who work with deaf clients; and current trends and developments in their countries.

Deaf People Around the World reveals that deaf people generally have gained a sense of confidence, empowerment, and global awareness of their shared experience. Many have seen significant improvement in their lives from greater educational and professional opportunities. Finally, more deaf leaders argue that the pathological model of deafness must be abandoned to continue this marked progress for deaf people around the world.

Cvetkovich draws on an unusual archive, including accounts of early Christian acedia and spiritual despair, texts connecting the histories of slavery and colonialism with their violent present-day legacies, and utopian spaces created from lesbian feminist practices of crafting. She herself seeks to craft a queer cultural analysis that accounts for depression as a historical category, a felt experience, and a point of entry into discussions about theory, contemporary culture, and everyday life. Depression: A Public Feeling suggests that utopian visions can reside in daily habits and practices, such as writing and yoga, and it highlights the centrality of somatic and felt experience to political activism and social transformation.

While the literature on “new institutionalism” explains the stability of institutional arrangements within countries and the divergence of paths of institutional development between countries, Federico Ferrara takes a “historical institutionalist” approach to theorize dynamic processes of institutional reproduction, institutional decay, and institutional change in explaining the development of political institutions. Ferrara synthesizes “power-based” or “power-distributional” explanations and “ideas-based” “legitimation explanations.” He specifies the psychological “microfoundations” of processes of institutional development, drawing heavily from the findings of experimental psychology to ensure that the explanation is grounded in clear and realistic assumptions regarding human motivation, cognition, and behavior. Aside from being of interest to scholars and graduate students in political science and other social-scientific disciplines whose research concentrates on the genesis of political institutions, their evolution over time, and their impact on the stability of political order and the quality of governance, the book will be required reading in graduate courses and seminars in comparative politics where the study of institutions and their development ranks among the subfield’s most important subjects.

This book explores an aspect of organizational life that is at times difficult to acknowledge and often painful to recall. Stories invite reflection and the development of greater understanding of organizational dynamics. This fresh scholarship provides a theoretical framework for discussion. Throughout this book, Allcorn and Stein utilize a psychoanalytically informed perspective to help readers understand why a leader, colleague or friend behaves in ways that are destructive of others and the organization and provides a basis for organizations to survive and thrive in a dysfunctional workplace.