Up until now, the majority of literature about service learning has focused on urban areas, while comparatively little attention has been paid to activities in rural communities. The Landscape of Rural Service Learning, and What It Teaches Us All is designed to provide a comprehensive look at rural service learning. The practices that have developed in rural areas, partly because of the lack of nonprofits and other services found in urban settings, produce lessons and models that can help us all rethink the dominant forms of service learning defined by urban contexts. Where there are few formal organizations, people end up working more directly with one another; where there is a need for services in locations where they are unavailable, service learning becomes more than just an academic exercise or assignment. This volume includes theoretical frameworks that are informed by the rural, concrete stories that show how rural service learning has developed and is now practiced, practical strategies that apply across service learning contexts, and points to ponder as we all consider our next steps along the path of meaningful service learning.
Bridging the gap between theoretical linguistics and language teaching, Judith R. Strozer explores what recent theoretical advances suggest about learning a language after childhood and the implications for the design and execution of a foreign language program. Strozer outlines clearly, in nontechnical language, the major concepts of modern language theory, from Chomsky's theory of language through the most recent discoveries about the abstract foundations of language. She explains ideas about the evolution of a cognitive structure for language in the human brain, a "language faculty" or Universal Grammar that gives humans alone the creative ability to generate the infinite expressions of language. This innate universal schema for language endows humankind with a number a very broad principles applicable to all languages.
Turning to current advances in the theory of phrase structure, which has replaced our 2,000-year-old rules of grammar with highly abstract universal principles of language structure, she relates the latest discoveries about the foundations of language to ideas about how children learn languages. A child hearing a specific language can automatically set the parameters for the rules governing that particular language, much like setting a binary switch. But our ability to access this innate language mechanism automatically seems limited to childhood, until physical maturity somehow changes this brain function.
Arguing that adults need to learn consciously the systems and structures of another language that children acquire unconsciously, Strozer applies these latest theories about the nature of language and how we learn it to the design of foreign language programs for adults. She concludes with recommendations for developing a new kind of teaching program that would draw on comparative language research and include new pedagogic approaches.
Presenting state-of-the-art language theory in easily readable terms and illustrative examples, this book will be of interest to everyone interested in the latest understanding of the relationship between the brain and language, as well as to all professionals in linguistics and language education.
It’s no secret that, in most American classrooms, students are expected to master standardized American English and the conventions of Edited American English if they wish to succeed. Language Diversity in the Classroom: From Intention to Practice works to realign these conceptions through a series of provocative yet evenhanded essays that explore the ways we have enacted and continue to enact our beliefs in the integrity of the many languages and Englishes that arise both in the classroom and in professional communities.
Edited by Geneva Smitherman and Victor Villanueva, the collection was motivated by a survey project on language awareness commissioned by the National Council of Teachers of English and the Conference on College Composition and Communication.
All actively involved in supporting diversity in education, the contributors address the major issues inherent in linguistically diverse classrooms: language and racism, language and nationalism, and the challenges in teaching writing while respecting and celebrating students’ own languages. Offering historical and pedagogical perspectives on language awareness and language diversity, the essays reveal the nationalism implicit in the concept of a “standard English,” advocate alternative training and teaching practices for instructors at all levels, and promote the respect and importance of the country’s diverse dialects, languages, and literatures.
Contributors include Geneva Smitherman, Victor Villanueva, Elaine Richardson, Victoria Cliett, Arnetha F. Ball, Rashidah Jammi` Muhammad, Kim Brian Lovejoy, Gail Y. Okawa, Jan Swearingen, and Dave Pruett.
The volume also includes a foreword by Suresh Canagarajah and a substantial bibliography of resources about bilingualism and language diversity.
In the United States today there is lively discussion, both among educators and employers, about the best way to prepare students with high-level language and cross-cultural communication proficiency that will serve them both professionally and personally in the global environment of the twenty-first century. Language for Specific Purposes, which is one response to this discussion, models curricula for language programs based on practical language skills specific to a profession or field, and reinforces those models with national survey results, demonstrating the demand for LSP instruction.
With ten original research-based articles, this volume will be of interest to high school and university language and culture educators, program directors, linguists, and anyone looking to design LSP courses or programs in any world language.
To experience change on the Navajo Reservation, one need only close one's eyes and listen. Today an increasing number of Navajos speak only English, while very few speak only Navajo. The Navajo language continues to be taught, but it is less often practiced. Deborah House asks why, despite the many factors that would seem to contribute to the maintenance of the Navajo language, speakers of the language continue to shift to English at such an alarming rate—and what can be done about it. Language Shift among the Navajos provides a close look at the ideological factors that intervene between the desire of the Navajos to maintain their language as an important aspect of their culture and their actual linguistic practice. Based on more than ten years of fieldwork within a Navajo institution and community, it points to ideologies held by Navajo people about their unequal relationship with the dominant American society as a primary factor in the erosion of traditional language use. House suggests that the Navajos employ their own paradigm—Sa’ah Naagháí Bik’eh Hózhóón—to learn both Western language and culture and their own without denigrating either perspective. By building on the traditional Navajo belief in harmony and balance, she advocates that those who value the language should use and teach it not just in school but also in the home, in the ceremonial hogans, and among those who cherish their heritage. Now is the time when language choices and behavior will influence whether the Navajo language lives or dies. House's book carries important lessons for anyone concerned with cultural continuity. It is a wake-up call for educators, youth, politicians, or family and community members who value Native language and culture. It remains to be seen in what language that call will be answered.
Jürgen Leonhardt Harvard University Press, 2013 Library of Congress PA2057.L4613 2013 | Dewey Decimal 470.9
The mother tongue of the Roman Empire and the lingua franca of the West for centuries afterward, Latin survives today primarily in classrooms and texts. Yet this "dead language" is unique in the influence it has exerted across centuries and continents. Juergen Leonhardt offers the story of the first "world language," from antiquity to the present.
The Latin American Cultural Studies Reader brings together thirty-six field-defining essays by the most prominent theorists of Latin American cultural studies. Written over the past several decades, these essays provide an assessment of Latin American cultural studies, an account of the field’s historical formation, and an outline of its significant ideological and methodological trends and theoretical controversies. With many essays appearing in English for the first time, the collection offers a comprehensive view of the specific problems, topics, and methodologies that characterize Latin American cultural studies vis-à-vis British and U.S. cultural studies.
Divided into sections preceded by brief introductory essays, this volumetraces the complex development of Latin American cultural studies from its roots in literary criticism and the economic, social, political, and cultural transformations wrought by neoliberal policies in the 1970s. It tracks the impassioned debates within the field during the early 1990s; explores different theoretical trends, including studies of postcolonialism, the subaltern, and globalization; and reflects on the significance of Latin American cultural studies for cultural studies projects outside Latin America. Considering literature, nationalism, soccer, cinema, postcolonialism, the Zapatistas, community radio, and much more, The Latin American Cultural Studies Reader is an invaluable resource for all those who want to understand the past, present, and future of Latin American cultural studies.
Contributors. Hugo Achugar, Eduardo Archetti, John Beverley, José Joaquín Brunner, Antonio Candido, Debra A. Castillo, Antonio Cornejo Polar, Román de la Campa, Ana Del Sarto, Roberto Fernández Retamar, Juan Flores, Jean Franco, Néstor García Canclini, María Gudelia Rangel Gómez, Adrián Gorelik, John Kraniauskas, Neil Larsen, Ana López, Jesús Martín-Barbero, Francine Masiello, Daniel Mato, Walter D. Mignolo, Carlos Monsiváis, Mabel Moraña, Alberto Moreiras, Renato Ortiz, José Rabasa, Angel Rama, Gustavo A. Remedi, Darcy Ribeiro, Nelly Richard, Alicia Ríos, Beatriz Sarlo, Roberto Schwarz, Irene Silverblatt, Graciela Silvestri, Armando Rosas Solís, Beatriz González Stephan, Abril Trigo, George Yúdice
This book traces the inspirational leadership of Reed O. Dingman, DDS, MD, and William C. Grabb, MD, and details the origins and growth of plastic and reconstructive surgery and the training of residents in Ann Arbor, Michigan, and the University of Michigan. It covers the years before and during the period of explosive innovations that have led the specialty to provide hope, correction, and rehabilitation to vast numbers of people suffering from a wide range of congenital abnormalities and acquired deformities. The authors, because of their long, personal association with plastic surgery in Ann Arbor, have brought to life the extensive accomplishments of the two leaders in terms of surgical techniques, surgical education, and important applied research while also documenting the many important contributions from the younger faculty and the trainees to the training program during those forty years. Many from that time frame have contributed their own memories, which has greatly enriched the documentation of an amazing history of an era past but not forgotten.
Reflecting the exponential growth of college courses offering American Sign Language (ASL) as a foreign language, high schools have followed suit with significant increases in ASL classes during the past two decades. Despite this trend, high school ASL teachers and program administrators possess no concrete information on why students take ASL for foreign language credit, how they learn new signs and grammar, and how different learning techniques determines their achievement in ASL. This new book addresses these issues to better prepare high schools in their recruitment and education of new ASL students.
Author Russell S. Rosen begins with the history of ASL as a foreign language in high schools, including debates about the foreign language status of ASL, the situation of deaf and hard of hearing students in classes, and governmental recognition of ASL as a language. Based on his study of five high school ASL programs, he defines the factors that motivate students, including community and culture, and analyzes strategies for promoting language processing and learning. Learning American Sign Language in High School provides strategies for teaching ASL as a second language to students with learning disabilities as well. Its thorough approach ensures the best opportunity for high school students to attain high levels of achievement in learning ASL.
Learning French from Spanish and Spanish from French provides adult English speakers who have learned either Spanish or French as a second language with the tools to learn the other language as a third language. All human languages have some common elements, but certain languages—because of their shared history—have a great deal in common. French and Spanish are ideal candidates for an approach that highlights their differences in the context of their commonalities.
Research in the growing fields of third-language acquisition and multilingualism documents how successful third-language learners intuitively build on the knowledge they acquired while learning a second language. The book takes advantage of the fact that learners with intermediate proficiency in a second language are used to thinking consciously about language, know themselves as language learners, and can capitalize on what they know about one language to understand the other. For students, travelers, and budding multilinguals, the book will accelerate the learning of French or Spanish as a third language.
In an American society both increasingly diverse and increasingly segregated, the signals children receive about race are more confusing than ever. In this context, how do children negotiate and make meaning of multiple and conflicting messages to develop their own ideas about race? Learning Race, Learning Place engages this question using in-depth interviews with an economically diverse group of African American children and their mothers.
Through these rich narratives, Erin N. Winkler seeks to reorient the way we look at how children develop their ideas about race through the introduction of a new framework—comprehensive racial learning—that shows the importance of considering this process from children’s points of view and listening to their interpretations of their experiences, which are often quite different from what the adults around them expect or intend. At the children’s prompting, Winkler examines the roles of multiple actors and influences, including gender, skin tone, colorblind rhetoric, peers, family, media, school, and, especially, place. She brings to the fore the complex and understudied power of place, positing that while children’s racial identities and experiences are shaped by a national construction of race, they are also specific to a particular place that exerts both direct and indirect influence on their racial identities and ideas.
As more and more secondary schools and colleges accept American Sign Language (ASL) as a legitimate choice for second language study, Learning to See has become even more vital in guiding instructors on the best ways to teach ASL as a second language. And now this groundbreaking book has been updated and revised to reflect the significant gains in recognition that deaf people and their native language, ASL, have achieved in recent years.
Learning to See lays solid groundwork for teaching and studying ASL by outlining the structure of this unique visual language. Myths and misconceptions about ASL are laid to rest at the same time that the fascinating, multifaceted elements of Deaf culture are described. Students will be able to study ASL and gain a thorough understanding of the cultural background, which will help them to grasp the language more easily. An explanation of the linguistic basis of ASL follows, leading into the specific, and above all, useful information on teaching techniques.
This practical manual systematically presents the steps necessary to design a curriculum for teaching ASL, including the special features necessary for training interpreters. The new Learning to See again takes its place at the forefront of texts on teaching ASL as a second language, and it will prove to be indispensable to educators and administrators in this special discipline.
Liberating Language identifies experiences of nineteenth-century African Americans—categorized as sites of rhetorical education—that provided opportunities to develop effective communication and critical text-interpretation skills. Author Shirley Wilson Logan considers how nontraditional sites, which seldom involved formal training in rhetorical instruction, proved to be effective resources for African American advancement.
Logan traces the ways that African Americans learned lessons in rhetoric through language-based activities associated with black survival in nineteenth-century America, such as working in political organizations, reading and publishing newspapers, maintaining diaries, and participating in literary societies. According to Logan, rhetorical training was manifested through places of worship and military camps, self-education in oratory and elocution, literary societies, and the black press. She draws on the experiences of various black rhetors of the era, such as
Frederick Douglass, Frances Harper, Fanny Coppin, Charles Chesnutt, Ida B. Wells, and the lesser-known Oberlin-educated Mary Virginia Montgomery, Virginia slave preacher "Uncle Jack," and former slave "Mrs. Lee."
Liberating Language addresses free-floating literacy, a term coined by scholar and writer Ralph Ellison, which captures the many settings where literacy and rhetorical skills were acquired and developed, including slave missions, religious gatherings, war camps, and even cigar factories. In Civil War camp- sites, for instance, black soldiers learned to read and write, corresponded with the editors of black newspapers, edited their own camp-based papers, and formed literary associations.
Liberating Language outlines nontraditional means of acquiring rhetorical skills and demonstrates how African Americans, faced with the lingering consequences of enslavement and continuing oppression, acquired rhetorical competence during the late eighteenth century and throughout the nineteenth century.
Arriving in America as a teenage Holocaust refugee, Jack Garfein would soon rise to the top of his field. Life and Acting is the product of more than sixty years in the world of theater and film, offering the kind of insight only gained by experience as both a teacher and practitioner. In Garfein’s case, his experience is unparalleled—he has worked with a who’s who of twentieth-century acting, especially those associated with the Actors Studio, the West Coast arm of which Garfein cofounded.
In Life and Acting, Garfein distills his experience into a holistic technique for learning and teaching. “The Beginning” functions as a kind of memoir, focusing on Garfein’s own education in the theater. “The Art” describes how Garfein’s exposure to nontheater artists, particularly painters and writers, has contributed to his understanding of acting. “Basic Training” offers thirty-seven detailed lessons for teaching acting. In “Training for Film,” Garfein applies his principles to acting in front of a camera.
Like Uta Hagen’s Respect for Acting and other classics of this genre, Life and Acting will be an invaluable resource for teachers as well as students.
By the end of the nineteenth century, rhetoric had not yet been established as a legitimate discipline. Fred Newton Scott (1860-1931) spent his life broadening the scope of rhetoric studies through his imaginative, interdisciplinary research. Scott was both a pragmatic reformer and a visionary scholar who used empirical methods and cognitive psychology to expand this field. In this study, Donald Stewart and his wife Patricia examine Scott's essays, speeches, and books to write the first comprehensive biography of the man who became one of the most influential figures in language studies during the early twentieth century.
Moving world-systems analysis into the cultural realm, Richard E. Lee locates the cultural studies movement within a broad historical and geopolitical framework. He illuminates how order and conflict have been reflected and negotiated in the sphere of knowledge production by situating the emergence of cultural studies at the intersection of post–1945 international and British politics and a two-hundred-year history of conservative critical practice. Tracing British criticism from the period of the French Revolution through the 1960s, he describes how cultural studies in its infancy recombined the elite literary critical tradition with the First New Left’s concerns for history and popular culture—just as the liberal consensus began to come apart.
Lee tracks the intellectual project of cultural studies as it developed over three decades, beginning with its institutional foundation at the University of Birmingham’s Centre for Contemporary Cultural Studies (CCCS). He links work at the CCCS to the events of 1968 and explores cultural studies’ engagement with theory in the debates on structuralism. He considers the shift within the discipline away from issues of working-class culture toward questions of identity politics in the fields of race and gender. He follows the expansion of the cultural studies project from Britain to Australia, Canada, South Africa, and the United States. Contextualizing the development and spread of cultural studies within the longue durée structures of knowledge in the modern world-system, Lee assesses its past and future as an agent of political and social change.
President of the Archaeological Institute of America, professor at the University of Michigan from 1889 to 1927, and president of the American Philological Association, Francis Kelsey was crucially involved in the founding or growth of major educational institutions. He came to maturity in a period of great technological change in communications, transportation, and manufacturing. Kelsey took full advantage of such innovations in his ceaseless drive to promote education for all, to further the expansion of knowledge, and to champion the benefits of the study of antiquity.
A vigorous traveler around the United States, Europe, and the Mediterranean, Kelsey strongly believed in the value of personally viewing sites ancient and modern and collecting artifacts that could be used by the new museums and universities that were springing up in the United States. This collecting habit put him in touch with major financiers of the day, including Charles Freer, Andrew Carnegie, and J. P. Morgan, as he sought their help for important projects.
Drawing heavily on Kelsey's daily diaries now held at the University of Michigan's Bentley Historical Library, John Griffiths Pedley gives us a biography that records the wide-ranging activities of a gifted and energetic scholar whose achievements mirrored the creative and contributive innovations of his contemporary Americans.
Linking Literacies provides the most up to date theoretical overview of the connection between reading and writing in second language acquisition. Belcher and Hirvela have brought together the definitive collection of developments in reading-writing relations research and pedagogy. Papers are organized into these parts:
Ground Practice: Theory, Research, and History
In the Classroom: Teaching Reading as Writing and Writing as Reading
(E)Merging Literacies and the Challenge of Textual Ownership
Technology-Assisted Reading and Writing.
In addition to examining the ways in which L1 influences have affected the development of L2 reading-writing theory and pedagogy, Linking Literacies looks at how L2 reading-writing scholarship has created an identity separate of an L1 framework. Linking Literacies examines a broad range of questions and concerns within the structure of L2 reading-writing connections and L2 academic literacy through discussions of theory, research, and
This volume was conceived as a "best practices" resource for teachers of ESL listening courses in the way that Vocabulary Myths by Keith S. Folse (and Writing Myths by Joy Reid) is one for reading and vocabulary teachers. It was written to help ensure that teachers of listening are not perpetuating the myths of teaching listening.
Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition. Steven Brown is the author of the Active Listening textbook series and is a teacher trainer.
The myths debunked in this book are:
§ Listening is the same as reading.
§ Listening is passive.
§ Listening equals comprehension.
§ Because L1 language ability is effortlessly acquired, L2 listening ability is too.
§ Listening means listening to conversations.
§ Listening is an individual, inside-the-head process.
§ Students should only listen to authentic materials.
In 2011, the National Council of Teachers of English (NCTE) turned one hundred years old. But our profession is endlessly beginning, constantly transforming itself and its purpose as new voices and identities claim their rights in our classrooms and in our country. The recognition of such claims, however, does not occur without a struggle, without collective work. Listening to our Elders attempts to capture the history of those collective moments where teachers across grade levels and institutions of higher education organized to insure that the voices, heritages, and traditions of their students and colleagues were recognized within our professional organizations as a vital part of our classrooms and our discipline. In doing so, Listening to Our Elders demonstrates this recognition was not always easily given. Instead, whether the issue was race, sexuality, class, or disability, committed activist organizations have often had to push against the existing limits of our field and its organizations to insure a broader sense of common responsibility and humanity was recognized. Listening to Our Elders features interviews with Malea Powell (Native American Caucus), Joyce Rain Anderson (Native American Caucus), Jeffery Paul Chan (Asian/Asian American), James Hill (Black Caucus), James Dolmage (Committee for Disability Issue in College Composition), Geneva Smitherman (Language Policy Commitee), Carlota Cárdenas de Dwyer (Latino/a Caucus), Victor Villanueva (Latino/a Caucus), Louise Dunlap (Progressive Caucus), Karen Hollis (Progressive Caucus), Louie Crew (Queer Caucus), William Thelin (Working Class Culture and Pedagogy SIG), Bill Macauley (Working Class Culture and Pedagogy SIG).
This compelling collection advocates for an alternative view of deaf people’s literacy, one that emphasizes recent shifts in Deaf cultural identity rather than a student’s past educational context as determined by the dominant hearing society. Divided into two parts, the book opens with four chapters by leading scholars Tom Humphries, Claire Ramsey, Susan Burch, and volume editor Brenda Jo Brueggemann. These scholars use diverse disciplines to reveal how schools where deaf children are taught are the product of ideologies about teaching, about how deaf children learn, and about the relationship of ASL and English.
Part Two features works by Elizabeth Engen and Trygg Engen; Tane Akamatsu and Ester Cole; Lillian Buffalo Tompkins; Sherman Wilcox and BoMee Corwin; and Kathleen M. Wood. The five chapters contributed by these noteworthy researchers offer various views on multicultural and bilingual literacy instruction for deaf students. Subjects range from a study of literacy in Norway, where Norwegian Sign Language recently became the first language of instruction for deaf pupils, to the difficulties faced by deaf immigrant and refugee children who confront institutional and cultural clashes. Other topics include the experiences of deaf adults who became bilingual in ASL and English, and the interaction of the pathological versus the cultural view of deafness. The final study examines literacy among Deaf college undergraduates as a way of determining how the current social institution of literacy translates for Deaf adults and how literacy can be extended to deaf people beyond the age of 20.
Despite its centrality to much of contemporary personal and public discourse, sexuality remains infrequently discussed in most composition courses, and in our discipline at large. Moreover, its complicated relationship to discourse, to the very languages we use to describe and define our worlds, is woefully understudied in our discipline. Discourse about sexuality, and the discourse of sexuality, surround us—circulating in the news media, on the Web, in conversations, and in the very languages we use to articulate our interactions with others and our understanding of ourselves. It forms a core set of complex discourses through which we approach, make sense of, and construct a variety of meanings, politics, and identities.
In Literacy, Sexuality, Pedagogy, Jonathan Alexander argues for the development of students' "sexual literacy." Such a literacy is not just concerned with developing fluency with sexuality as a "hot" topic, but with understanding the intimate interconnectedness of sexuality and literacy in Western culture. Using the work of scholars in queer theory, sexuality studies, and the New Literacy Studies, Alexander unpacks what he sees as a crucial--if often overlooked--dimension of literacy: the fundamental ways in which sexuality has become a key component of contemporary literate practice, of the stories we tell about ourselves, our communities, and our political investments.
Alexander then demonstrates through a series of composition exercises and writing assignments how we might develop students' understanding of sexual literacy. Examining discourses of gender, heterosexuality, and marriage allows students (and instructors) a critical opportunity to see how the languages we use to describe ourselves and our communities are saturated with ideologies of sexuality. Understanding how sexuality is constructed and deployed as a way to "make meaning" in our culture gives us a critical tool both to understand some of the fundamental ways in which we know ourselves and to challenge some of the norms that govern our lives. In the process, we become more fluent with the stories that we tell about ourselves and discover how normative notions of sexuality enable (and constrain) narrations of identity, culture, and politics. Such develops not only our understanding of sexuality, but of literacy, as we explore how sexuality is a vital, if vexing, part of the story of who we are.
In Local Histories, the contributors seek to challenge the widely held belief that the origin of American composition as a distinguishable discipline can be traced to a small number of elite colleges such as Harvard, Yale, and Michigan in the mid- to late nineteenth century. Through extensive archival research at liberal arts colleges, normal schools, historically black colleges, and junior colleges, the contributors ascertain that many of these practices were actually in use prior to this time and were not the sole province of elite universities. Though not discounting the elites' influence, the findings conclude that composition developed in many locales concurrently.
Individual chapters reflect on student responses to curricula, the influence of particular instructors or pedagogies in the context of compositional history, and the difficulties inherent in archival research. What emerges is an original and significant study of the developmental diversity within the discipline of composition that opens the door to further examination of local histories as guideposts to the origins of composition studies.
Look Away! considers the U.S. South in relation to Latin America and the Caribbean. Given that some of the major characteristics that mark the South as exceptional within the United States—including the legacies of a plantation economy and slave trade—are common to most of the Americas, Look Away! points to postcolonial studies as perhaps the best perspective from which to comprehend the U.S. South. At the same time it shows how, as part of the United States, the South—both center and margin, victor and defeated, and empire and colony—complicates ideas of the postcolonial. The twenty-two essays in this comparative, interdisciplinary collection rethink southern U.S. identity, race, and the differences and commonalities between the cultural productions and imagined communities of the U.S. South and Latin America.
Look Away! presents work by respected scholars in comparative literature, American studies, and Latin American studies. The contributors analyze how writers—including the Martinican Edouard Glissant, the Cuban-American Gustavo Pérez Firmat, and the Trinidad-born, British V. S. Naipaul—have engaged with the southern United States. They explore William Faulkner’s role in Latin American thought and consider his work in relation to that of Gabriel García Márquez and Jorge Luis Borges. Many essays re-examine major topics in southern U.S. culture—such as race, slavery, slave resistance, and the legacies of the past—through the lens of postcolonial theory and postmodern geography. Others discuss the South in relation to the U.S.–Mexico border. Throughout the volume,the contributors consistently reconceptualize U.S. southern culture in a way that acknowledges its postcolonial status without diminishing its distinctiveness.
Contributors. Jesse Alemán, Bob Brinkmeyer, Debra Cohen, Deborah Cohn, Michael Dash, Leigh Anne Duck, Wendy Faris, Earl Fitz, George Handley, Steve Hunsaker, Kirsten Silva Gruesz, Dane Johnson, Richard King, Jane Landers, John T. Matthews, Stephanie Merrim, Helen Oakley, Vincent Pérez, John-Michael Rivera, Scott Romine, Jon Smith, Ilan Stavans, Philip Weinstein, Lois Parkinson Zamora
A comprehensive, ambitious, and valuable work on an increasingly important subject
In the Preface to her new study, Latin Americanist Helen Delpar writes, "Since the seventeenth century, Americans have turned their gaze toward the lands to the south, seeing in them fields for religious proselytization, economic enterprise, and military conquest." Delpar, consequently, aims her considerable gaze back at those Americans and the story behind their longtime fascination with Latin American culture. By visiting seminal works and the cultures from which they emerged, following the effects of changes in scholarly norms and political developments on the training of students, and evaluating generations of scholarship in texts, monographs, and journal articles, Delpar illuminates the growth of scholarly inquiry into Latin American history, anthropology, geography, political science, economics, sociology, and other social science disciplines.