A SCHOLARLY BOOK REPOSITORY68 start with S start with S
Saaq al-Bambuu (The Bamboo Stalk) by Kuwaiti novelist Saud al-Sanousi provides students at the intermediate-advanced Arabic language level the opportunity to engage with an award-winning work of contemporary fiction. This abridged version has been approved by the author, authenticating the richness of a text that offers students the means to develop vocabulary and reading fluency while sensitizing them to the stylistics of the language. The novel is a coming-of-age story of a half-Filippino, half-Kuwaiti teen who returns to his father's Kuwait. There, he explores his own identity as a poor Filipino in a culture he does not know well and receives a mixed welcome from his own wealthy relatives. Universal concepts of identity, faith, belonging, poverty/wealth, and otherness are explored through a poetic narrative and engaging plot that will keep students captivated from the first line to the very last page.
Included within the book are chapter exercises that develop linguistic and cultural competencies, a short biography of the author, and glossaries of literary terms and devices. As with Laila Familiar's Sayyidi wa Habibi, this authorized version of the abridged text by a contemporary Arabic author will be warmly embraced by college and university students of Arabic as well as by independent learners.
Frank Farmer has contributed important essays to the study of Bakhtin in composition, and in Saying and Silence he gathers some of those, along with several new essays, into a single volume. Scholars who specialize in Bakhtin will find this work engaging, but equally Farmer wants to explicate and apply Bakhtin for readers whose focus is teaching or some other nonspecialist dimension of writing scholarship.
Farmer explores the relationship between the meaningful word and the meaningful pause, between saying and silence, especially as the relationship emerges in our classrooms, our disciplinary conversations, and encounters with publics beyond the academy. Each of his chapters here addresses some aspect of how we and our students, colleagues, and critics have our say and speak our piece, often under conditions where silence is the institutionally sanctioned and preferred alternative. He has enlisted a number of Bakhtinian ideas (the superaddressee, outsideness, voice in dialogue) to help in the project of interpreting the silences we hear, naming the silences we do not hear, and of encouraging all silences to speak in ways that are freely chosen, not enforced.
What he offers, then, is a compact collection that addresses major areas of Bakhtinian thought and influence on composition practice to date. And he does this in a voice and style that will be accessible to the general scholar as well as the specialist and will be suitable for use with the advanced composition student, too.
-Gary B. Nash, Director of the National Center for History in the Schools
Taking Frances FitzGerald's textbook study America Revised as a point of departure, Joseph Moreau in Schoolbook Nation challenges FitzGerald's premise that the 1960s were the beginning of the end of the glory days of American history education.
Moreau recounts how in the late twentieth century, cultural commentators such as historian Arthur Schlesinger Jr. and politician Newt Gingrich preached that a new identity crisis had shaken American history in the sixties, and that the grand unified view of our past had given way to various interest groups, who dismantled the old national narrative while demanding a more "inclusive" curriculum for their children.
Moreau discovered, however, that American history, while grand, has never been unified. Delving into more than 100 history books from the last 150 years, the author reveals that the efforts of pressure groups to influence the history curriculum are nearly as old as the mustiest textbook. "For those who would influence textbooks and teaching-Protestant elites in the 1870s, Irish-Americans in the 1920s, and conservative politicians today-the sky has always been falling," according to Moreau.
Schoolbook Nation offers a history lesson of its own: when the story of the past is written or rewritten, truth is often a victim. With its comprehensive treatment of the subjects of honesty and politics in the teaching of history, this is an essential book on the side of truth in a complex debate.
Hesketh challenges accepted notions of a single scientific approach to history. Instead, he draws on a variety of sources—monographs, lectures, correspondence—from eminent Victorian historians to uncover numerous competing discourses.
Like its predecessor earlier in the century, the postwar department was again the center for qualitative social research—on everything from mapping the nuances of human behavior in small groups to seeking solutions to problems of race, crime, and poverty. Howard Becker, Joseph Gusfield, Herbert Blumer, David Riesman, Erving Goffman, and others created a large, enduring body of work.
In this book, leading sociologists critically confront this legacy. The eight original chapters survey the issues that defined the department's agenda: the focus on deviance, race and ethnic relations, urban life, and collective behavior; the renewal of participant observation as a method and the refinement of symbolic interaction as a guiding theory; and the professional and institutional factors that shaped this generation, including the leadership of Louis Wirth and Everett C. Hughes; the role of women; and the competition for national influence Chicago sociology faced from survey research at Columbia and grand theory at Harvard. The contributors also discuss the internal conflicts that call into question the very idea of a unified "school."
In The Second Conversation, university professor Ziva R. Hassenfeld returns to the middle school classroom to study her own seventh grade Bible class. The book explores dilemmas of practice she encountered around interpretive authority in the classroom. She analyzes the questions that came up in her teaching within the context of the most influential religious education scholarship, literacy scholarship, sociocultural theory and literary theory. She highlights the importance of two conversations about interpretive rules within the classroom, the first about the text’s meaning, and the second about competing conventions for determining its meaning. Instructors of any type of literature will benefit from Hassenfeld’s study, which offers rich ideas about when and how teachers enforce a classroom’s way of reading or follow a student’s line of inquiry toward more flexible interpretation.
The so-called “Bone Wars” of the 1880s, which pitted Edward Drinker Cope against Othniel Charles Marsh in a frenzy of fossil collection and discovery, may have marked the introduction of dinosaurs to the American public, but the second Jurassic dinosaur rush, which took place around the turn of the twentieth century, brought the prehistoric beasts back to life. These later expeditions—which involved new competitors hailing from leading natural history museums in New York, Chicago, and Pittsburgh—yielded specimens that would be reconstructed into the colossal skeletons that thrill visitors today in museum halls across the country.
Reconsidering the fossil speculation, the museum displays, and the media frenzy that ushered dinosaurs into the American public consciousness, Paul Brinkman takes us back to the birth of dinomania, the modern obsession with all things Jurassic. Featuring engaging and colorful personalities and motivations both altruistic and ignoble, The Second Jurassic Dinosaur Rush shows that these later expeditions were just as foundational—if not more so—to the establishment of paleontology and the budding collections of museums than the more famous Cope and Marsh treks. With adventure, intrigue, and rivalry, this is science at its most swashbuckling.
Securing a Place for Reading in Composition addresses the dissonance between the need to prepare students to read, not just write, complex texts and the lack of recent scholarship on reading-writing connections. Author Ellen C. Carillo argues that including attention-to-reading practices is crucial for developing more comprehensive literacy pedagogies. Students who can read actively and reflectively will be able to work successfully with the range of complex texts they will encounter throughout their post-secondary academic careers and beyond.
Considering the role of reading within composition from both historical and contemporary perspectives, Carillo makes recommendations for the productive integration of reading instruction into first-year writing courses. She details a “mindful reading” framework wherein instructors help students cultivate a repertoire of approaches upon which they consistently reflect as they apply them to various texts. This metacognitive frame allows students to become knowledgeable and deliberate about how they read and gives them the opportunity to develop the skills useful for moving among reading approaches in mindful ways, thus preparing them to actively and productively read in courses and contexts outside first-year composition.
Securing a Place for Reading in Composition also explores how the field of composition might begin to effectively address reading, including conducting research on reading, revising outcome statements, and revisiting the core courses in graduate programs. It will be of great interest to writing program administrators and other compositionists and their graduate students.
Since the 1940s researchers have been repeating claims about autistic people's limited ability to understand language, to partake in imaginative play, and to generate the complex theory of mind necessary to appreciate literature. In See It Feelingly Ralph James Savarese, an English professor whose son is one of the first nonspeaking autistics to graduate from college, challenges this view.
Discussing fictional works over a period of years with readers from across the autism spectrum, Savarese was stunned by the readers' ability to expand his understanding of texts he knew intimately. Their startling insights emerged not only from the way their different bodies and brains lined up with a story but also from their experiences of stigma and exclusion.
For Mukhopadhyay Moby-Dick is an allegory of revenge against autism, the frantic quest for a cure. The white whale represents the autist's baffling, because wordless, immersion in the sensory. Computer programmer and cyberpunk author Dora Raymaker skewers the empathetic failings of the bounty hunters in Philip K. Dick's Do Androids Dream of Electric Sheep? Autistics, some studies suggest, offer instruction in embracing the nonhuman. Encountering a short story about a lonely marine biologist in Antarctica, Temple Grandin remembers her past with an uncharacteristic emotional intensity, and she reminds the reader of the myriad ways in which people can relate to fiction. Why must there be a norm?
Mixing memoir with current research in autism and cognitive literary studies, Savarese celebrates how literature springs to life through the contrasting responses of unique individuals, while helping people both on and off the spectrum to engage more richly with the world.
Interest in autoethnography is growing among writing studies scholars, who see clear connections to well-known disciplinary conversations about personal narrative, as well as to the narrative turn in general and social justice efforts in particular. Contributions by authors from diverse backgrounds and institutional settings are organized into three parts: a section of writing studies autoethnographies, a section on how to teach autoethnography, and a section on how ideas about autoethnography in writing studies are evolving.
Self+Culture+Writing discusses the use of autoethnography in the writing classroom as both a research method and a legitimate way of knowing, providing examples of the genre and theoretical discussions that highlight the usefulness and limitations of these methods.
Contributors: Leslie Akst, Melissa Atienza, Ross Atkinson, Alison Cardinal, Sue Doe, Will Duffy, John Gagnon, Elena Garcia, Guadalupe Garcia, Caleb Gonzalez, Lilly Halboth, Rebecca Hallman Martini, Kirsten Higgins, Shereen Inayatulla, Aliyah Jones, Autumn Laws, Soyeon Lee, Louis M. Maraj, Kira Marshall-McKelvey, Jennifer Owen, Tiffany Rainey, Marcie Sims, Amanda Sladek, Trixie Smith, Anthony Warnke
Nick Tingle investigates the psychoanalytic dimensions of composition instruction in Self-Development and College Writing to boldly illustrate that mastering academic prose requires students to develop psychologically as well as cognitively. Asserting that writing instruction should be an engaging, developmental process for both teachers and students, he urges reaching for new levels of consciousness in the classroom to aid students in realigning their subjective relationships with knowledge and truth.
Drawing on psychoanalytic theory and twenty years of experience as a teacher, Tingle outlines the importance of moving beyond usual ways of thinking, abandoning the common sense of everyday reality, and coming to understand beliefs as beliefs and not absolutes. These developmental moves must be accompanied, Tingle says, by a new attitude towards language—not as something that points to things, but as a series of concepts that arrange the very things one points to. And this development is necessary not just in order to perform well in the writing class, but also to fully participate in and reap the academic rewards of structured, university life.
Self-Development and College Writing calls attention to the psychological destabilization this method may produce for students. Tingle explains that, if writing instructors are to respond to this destabilization, they must conceive of the classroom as a transitional space, or a kind of holding environment. They must also become aware of their psychological allegiances to particular theories of writing if they are to construct such environments.
But the goal of the transitional environment is worth pursuing, Tingle argues, contending that university education fails to address students’ developmental needs. With purposeful writing and deft analyses, Tingle shows that this goal also affords a means by which to place writing courses at the center of the educational curriculum. Conceived as a transitional space, the writing class may support and stabilize students in their developmental passage, thereby fostering an improved understanding of their academic work and, more importantly, an increased intellectual understanding of themselves and the complex world in which they live.
Eberwein starts his investigation in the silent and early sound eras with educational films used both to warn audiences about venereal disease and to provide basic contraception information. World War II movies, he states, waged their own war against venereal disease-in the armed services and at home. Newer works deal with birth control and focus in particular on AIDS.
Sex Ed also highlights the classroom. Eberwein draws connections between the earliest and most recent examples of educational films as he analyzes their ideological complexity. He concludes by examining marriage-manual films of the early 1970s and very recent videos for couples and individuals seeking instruction in sexual techniques to increase pleasure.
Applying the complexities of literacy development and personal ethos to the teaching of composition, Zan Meyer Goncalves challenges writing teachers to consider ethos as a series of identity performances shaped by the often-inequitable social contexts of their classrooms and communities. Using the rhetorical experiences of students who identify as lesbian, gay, bisexual, and/or transgender, she proposes a new way of thinking about ethos that addresses the challenges of social justice, identity, and transfer issues in the classroom.
Goncalves offers an innovative approach to teaching identity performance theory bound by social contexts. She applies this new approach to theories of specificity and intersectionality, illustrating how teachers can help students redefine the relationship between their social identities and their writing. She also addresses bringing social activism and identity politics into the classroom, helping writers make transfers across rhetorical contexts and linking students' interests to public conversations.
Theoretical and practical, Sexuality and the Politics of Ethos in the Writing Classroom provides teachers of first-year and advanced composition studies with useful, detailed assignments based in specific identity performance. Goncalves offers techniques to subvert oppressive language practices, while encouraging students to recognize themselves as writers, citizens, and active participants in their own educations and communities.
Originally published in cloth in 2001, the paperback includes a new foreword that will inspire all teachers who work with students others have deemed unteachable. A new afterword updates readers on the prison art's program -- and the author herself -- since 2001.
In Shaping Language Policy in the U.S.: The Role of Composition Studies, author Scott Wible explores the significance and application of two of the Conference on College Composition and Communication’s key language policy statements: the 1974 Students’ Right to Their Own Language resolution and the 1988 National Language Policy. Wible draws from a wealth of previously unavailable archived material and professional literature to offer for the first time a comprehensive examination of these policies and their legacies that continue to shape the worlds of rhetoric, politics, and composition.
Wible demonstrates the continued relevance of the CCCC’s policies, particularly their role in influencing the recent, post-9/11 emergence of a national security language policy. He discusses in depth the role the CCCC’s language policy statements can play in shaping the U.S. government’s growing awareness of the importance of foreign language education, and he offers practical discussions of the policies’ pedagogical, professional, and political implications for rhetoric and composition scholars who engage contemporary debates about the politics of linguistic diversity and language arts education in the United States. Shaping Language Policy in the U.S. reveals the numerous ways in which the CCCC language policies have usefully informed educators’ professional practices and public service and investigates how these policies can continue to guide scholars and teachers in the future.
The work covers selectively the development of nursing science over a period of some thirty years which was undertaken by nursing faculty and the School’s PhD Alumni. The account of the strategic development of a program of research across bio-behavioral phenomena, health promotion/risk reduction, women’s health and nursing and health care systems is instructive. Substantive contributions have been made across the selected areas; of note also is the impact of translational science on health outcomes of individuals and communities. The accounts of the purposeful development of health informatics in nursing and leadership as scholarship are also highly developed. The book is a valuable contribution to the literature on how nursing research at Michigan is helping transform the lives of patients, families and communities.
topics. Rather than offering a Band-Aid approach to curricular offerings,
the contributors demonstrate inclusive, innovative ways to integrate multicultural
issues and media into existing courses.
In "Struggling for America's Soul: A Search for Some Common Ground
in the Multicultural Debate," Lester Friedman leads off the volume
with an analysis of the value and necessity of multicultural approaches
for today's students and for society at large. The essays that follow
provide a wealth of material for organizing courses, including week-by-week
syllabi detailing specific writing assignments, bibliographical information
on readings, and sources for films and videos. The contributors, who teach
at institutions ranging from community colleges through major research
universities, describe their experiences teaching students of various
ages, backgrounds, and interests.
Shared Differences will be of value to all who use media as a
tool in their teaching, whether in history, literature, or the social
sciences, as well as to those who teach film and video production.
Lueck explores Civil War- and Reconstruction-era challenges to the University of Louisville and nearby local high schools, their curricular transformations, and their fate in regard to national education reform efforts. These institutions reflect many of the educational trends and developments of the day: college and university building, the emergence of English education as the dominant curriculum for higher learning, student-centered pedagogies and educational theories, the development and transformation of normal schools, the introduction of manual education and its mutation into vocational education, and the extension of advanced education to women, African American, and working-class students.
Lueck demonstrates a complex genealogy of interconnections among high schools, colleges, and universities that demands we rethink our categories and standards of assessment and our field’s history. A shift in our historical narrative would promote a move away from an emphasis on the preparation, transition, and movement of student writers from high school to college or university and instead allow a greater focus on the fostering of rich rhetorical practices and pedagogies at all educational levels. As the definition of college-level writing becomes increasingly contested once again, Lueck invites a reassessment of the discipline’s understanding of contemporary programs based in high schools like dual-credit and concurrent enrollment.
The way lawyers think about the law can seem deeply mysterious. They see nuance and meaning in statutes and implications in judicial opinions that are opaque to the rest of us. Accessible and thought provoking, Sharpening the Legal Mind explains how lawyers analyze the cases and controversies that come before the courts.
Written by William Powers Jr., the former president of the University of Texas at Austin, this book is an authoritative introduction to the academic study of law and legal reasoning, including insights into the philosophy of law and the intellectual history of legal thought. Powers discusses the methods lawyers use to interpret the law, the relation between law and morals, and the role of courts in shaping the law. In eight chapters, he follows the historical debate on these issues and others through different generations and movements in American legal thought—formalism, realism, positivism—to critical legal studies and postmodern theory. The perfect read for anyone looking for a primer on legal reasoning, Sharpening the Legal Mind demystifies the debates and approaches to thinking like a lawyer that profoundly influence the rule of law in our lives.
Biddick describes how the discipline of medieval studies was defined by a process of isolation and exclusion—a process that not only ignored significant political and cultural issues of the nineteenth century but also removed the period from the forces of history itself. Wanting to separate themselves from popular studies of medieval culture, and valuing their own studies as scientific, nineteenth-century academics created an exclusive discipline whose structure is consistently practiced today, despite the denials of most contemporary medieval scholars. Biddick supports her argument by discussing the unavowed melancholy that medieval Christians felt for Jews and by revealing the unintentional irony of nineteenth-century medievalists’ fabrication of sentimental objects of longing (such as the “gothic peasant”). The subsequent historical distortions of this century-old sentimentality, the relevance of worker dislocation during the industrial revolution, and other topics lead to a conclusion in which Biddick considers the impact of an array of factors on current medieval studies.
Simultaneously displacing disciplinary stereotypes and altering an angle of historical inquiry, The Shock of Medievalism challenges accepted thinking even as it produces a new direction for medieval studies. This book will provoke scholars in this field and appeal to readers who are interested in how historicizing processes can affect the development of academic disciplines.
In the years after World War II, Westerners and Japanese alike elevated Zen to the quintessence of spirituality in Japan. Pursuing the sources of Zen as a Japanese ideal, Shoji Yamada uncovers the surprising role of two cultural touchstones: Eugen Herrigel’s Zen in the Art of Archery and the Ryoanji dry-landscape rock garden. Yamada shows how both became facile conduits for exporting and importing Japanese culture.
First published in German in 1948 and translated into Japanese in 1956, Herrigel’s book popularized ideas of Zen both in the West and in Japan. Yamada traces the prewar history of Japanese archery, reveals how Herrigel mistakenly came to understand it as a traditional practice, and explains why the Japanese themselves embraced his interpretation as spiritual discipline. Turning to Ryoanji, Yamada argues that this epitome of Zen in fact bears little relation to Buddhism and is best understood in relation to Chinese myth. For much of its modern history, Ryoanji was a weedy, neglected plot; only after its allegorical role in a 1949 Ozu film was it popularly linked to Zen. Westerners have had a part in redefining Ryoanji, but as in the case of archery, Yamada’s interest is primarily in how the Japanese themselves have invested this cultural site with new value through a spurious association with Zen.
The organization of the volume facilitates learning. It provides a basic, functional sign vocabulary; a systematic progression in the use of the 14 sign markers; discussion of the unique features of a manual English system; a glossary of terms; and a page of exercises following each of the 12 chapters in the book. The words have been selected to be of most value to young children.
Each chapter provides students with objectives, keywords, and discussion questions. The chapters convey clear information about topics that include credentialing, disposition and aptitude for becoming an interpreter, interpreting for people who are DeafBlind, and working within specialty settings, such as legal and healthcare. A key resource for interpreter certification test preparation, this text follows the interpreter’s ethical, practical, and professional development through a career of lifelong learning and service.
The contributors explore other important topics in interpreter education including ethics, Deaf translation, performance evaluation, consecutive and simultaneous interpreting, discourse analysis, critical thinking, curriculum sequencing, the social construction of learning, and mentoring. Through this collaborative approach featuring more than thirty scholars, Signed Language Interpreting Pedagogy presents a wealth of theoretical and practical information for interpreter educators and their students.
In Silence and Listening as Rhetorical Arts,editors Cheryl Glenn and Krista Ratcliffe bring together seventeen essays by new and established scholars that demonstrate the value and importance of silence and listening to the study and practice of rhetoric. Building on the editors’ groundbreaking research, which respects the power of the spoken word while challenging the marginalized status of silence and listening, this volumemakes a strong case for placing these overlooked concepts, and their intersections, at the forefront of rhetorical arts within rhetoric and composition studies.
Divided into three parts—History, Theory and Criticism, and Praxes—this book reimagines traditional histories and theories of rhetoric and incorporates contemporary interests, such as race, gender, and cross-cultural concerns, into scholarly conversations about rhetorical history, theory, criticism, and praxes. For the editors and the other contributors to this volume, silence is not simply the absence of sound and listening is not a passive act. When used strategically and with purpose—together and separately—silence and listening are powerful rhetorical devices integral to effective communication. The essays cover a wide range of subjects, including women rhetors from ancient Greece and medieval and Renaissance Europe; African philosophy and African American rhetoric; contemporary antiwar protests in the United States; activist conflict resolution in Israel and Palestine; and feminist and second-language pedagogies.
Taken together, the essays in this volume advance the argument that silence and listening are as important to rhetoric and composition studies as the more traditionally emphasized arts of reading, writing, and speaking and are particularly effective for theorizing, historicizing, analyzing, and teaching. An extremely valuable resource for instructors and students in rhetoric, composition, and communication studies, Silence and Listening as Rhetorical Arts will also have applications beyond academia, helping individuals, cultural groups, and nations more productively discern and implement appropriate actions when all parties agree to engage in rhetorical situations that include not only respectful speaking, reading, and writing but also productive silence and rhetorical listening.
At an ecopark in Mexico, tourists pretend to be illegal migrants, braving inhospitable terrain and the U.S. Border Patrol as they attempt to cross the border. At a living history museum in Indiana, daytime visitors return after dark to play fugitive slaves on the Underground Railroad. In the Mojave Desert, the U.S. Army simulates entire provinces of Iraq and Afghanistan, complete with bustling villages, insurgents, and Arabic-speaking townspeople, to train soldiers for deployment to the Middle East. At a nursing home, trainees put on fogged glasses and earplugs, thick bands around their finger joints, and sandbag harnesses to simulate the effects of aging and to gain empathy for their patients.
These immersive environments in which spectator-participants engage in simulations of various kinds—or “simming”—are the subject of Scott Magelssen’s book. His book lays out the ways in which simming can provide efficacy and promote social change through affective, embodied testimony. Using methodology from theater history and performance studies (particularly as these fields intersect with cultural studies, communication, history, popular culture, and American studies), Magelssen explores the ways these representational practices produce, reify, or contest cultural and societal perceptions of identity.
Responding to a growing pedagogical paralysis in debates over the nature and status of composition studies as an academic discipline, Lisa Ede offers a provocative inquiry into the politics of composition’s place in the academy. The result is a timely and engaging reflection on the rhetoric, ideology, and ethics of scholarship and instruction in composition studies today.
Situating Composition: Composition Studies and the Politics of Location delves into some of the most vexing issues presently facing the field: its status in relation to English studies, the nature and consequences of the writing process movement, the uneven professionalization of composition teachers, and the widening chasm between theory and practice. Ede interrogates key moments and texts in composition’s evolution, from the writing process movement to Susan Miller’s Textual Carnivals, through the interpretive lenses of historical analysis, theoretical critique, feminist and cultural theory, and Ede’s own two decades of experiences as a teacher and writing program administrator.
Questioning the narratives of progress and paradigm shifts that inform the field’s highly regarded recent theoretical studies, Ede urges scholars to carefully reconsider these claims, to honor the roles of teachers and students as more than dupes of ideology, and to more fully acknowledge—and utilize—the differences between the practice of theory and the practice of teaching. As academic hierarchies of knowledge increasingly privilege scholarship over instruction, Ede warns researchers to be cognizant of the politics and power inherent in their own location in the academy, particularly when professing to speak for teachers and students. To that end, the volume’s conclusion advocates pragmatic avenues for change and proffers topics for future discussion and debate.
Thomas P. Horejes’s new book focuses on revealing critical knowledge that addresses certain social justice issues, including deafness, language, culture, and deaf education. He conveys this information through discourses about his own experiences being deaf and through his research in which he “stresses the contingency of the social” in educational institutions.
In Social Constructions of Deafness: Examining Deaf Languacultures in Education, Horejes contends that schools as social institutions play powerful and exacting roles in the creation and maintenance of social constructions such as language and culture for deaf children. He subscribes to Michael Agar’s concept of “languaculture,” defined as the inextricable relationship between language and culture in which a specific language will shape and influence culture. His approach employs other anthropological terminology as he connects his personal experience as a deaf student (emic) to academic research on deafness (etic) to bring understanding to the multidimensional aspects of his own negotiated identities.
Horejes extends his inquiry through his analysis of two kindergarten classes for deaf students, one orally oriented and the other conducted using sing language. His findings are sobering evidence of the myriad challenges educators face in defining appropriate academic, linguistic, and cultural pedagogy for deaf children in schools and other social institutions.
How do college writing teachers learn new ways to teach? Most current composition research focuses almost exclusively on student writers, ignoring the role the teacher plays in classroom development. Here is the first book to focus on college writing teachers and the ways in which they are affected by graduate rhetoric pedagogy courses.
Wendy Bishop observed teachers enrolled in a doctoral seminar, titled "Teaching Basic Writing," and then conducted case studies of five of those teachers in their college writing classrooms to investigate how their teaching practices changed and how their previous professional and personal histories influenced their ability to make those changes.
There is growing interest in heritage language learners—individuals who have a personal or familial connection to a nonmajority language. Spanish learners represent the largest segment of this population in the United States.
In this comprehensive volume, experts offer an interdisciplinary overview of research on Spanish as a heritage language in the United States. They also address the central role of education within the field. Contributors offer a wealth of resources for teachers while proposing future directions for scholarship.
Fifteen research linguists discuss the varieties of Spanish spoken in California, Iowa, Indiana, Louisiana, New Jersey, New Mexico, New York, and Texas. They variously address language maintenance, syntactic variation, lexicography, language use and language teaching, and include studies on socioeconomic, political, and cultural aspects of language in the Spanish-speaking communities in the United States.
Spanish Second Language Acquisition provides a panoramic overview of previous studies on the acquisition of Spanish as a second or foreign language, the theoretical approaches used in these studies, and the effects of various pedagogical approaches on the development of Spanish interlanguage systems. Barbara Lafford and Rafael Salaberry have compiled the first volume to provide a comprehensive critical overview of the research done and data compiled on how adults acquire Spanish as a second language. Major scholars in the field of SLA have contributed chapters having to do with a wide range of "products" (phonology, tense/aspect, subjunctive, clitics, lexicon, discourse/pragmatics) and "processes" (generative, cognitive and sociocultural theories) involved in the acquisition process-concluding with a discussion of the effects of instruction on Spanish interlanguage development.
While being an invaluable reference tool for undergraduate and graduate programs that focus on the acquisition of Spanish as a second language, due to the extraordinary range of the review research on theoretical and methodological issues, this is also an extremely useful volume for second language theoreticians and practitioners involved in all aspects of the pedagogy of other second languages. It is the editors' desire that students, teachers, program administrators and scholars alike will benefit from the insights that the contributors bring to the myriad issues that language professionals confront.
The text provides language to use for a variety of functions as they might related to life on a university campus: offering greetings and goodbyes, making introductions, giving opinions, agreeing and disagreeing, using the phone, offering assistance, asking for advice, accepting and declining invitations, giving and receiving compliments, complaining, giving congratulations, expressing condolences, and making small talk. Users are also taught to think beyond the words and to interpret intonation and stress (how things sound).
Each of the 10 units includes discussion prompts, language lessons, practice activities, get acquainted tasks (interacting with native speakers), and analysis opportunities (what did they discover and what can they apply?).
Speechreading: A Way to Improve Understanding discusses the nature and process of speechreading, its benefits, and its limitations. This useful book clarifies commonly-held misconceptions about speechreading. The beginning chapters address difficult communication situations and problems related to the speaker, the speechreader, and the environment. It then offers strategies to manage them.
Speechreading provides practical exercises illustrating the use ofthese communication strategies in actual situations. It is an excellent book for late-deafened adults, families and friends, parents of children with hearing loss, and professionals and students.
A Financial Times Best Book of the Year
The untold story of how Russian espionage in imperial China shaped the emergence of the Russian Empire as a global power.
From the seventeenth to the nineteenth century, the Russian Empire made concerted efforts to collect information about China. It bribed Chinese porcelain-makers to give up trade secrets, sent Buddhist monks to Mongolia on intelligence-gathering missions, and trained students at its Orthodox mission in Beijing to spy on their hosts. From diplomatic offices to guard posts on the Chinese frontier, Russians were producing knowledge everywhere, not only at elite institutions like the Academy of Sciences in St. Petersburg. But that information was secret, not destined for wide circulation.
Gregory Afinogenov distinguishes between the kinds of knowledge Russia sought over the years and argues that they changed with the shifting aims of the state and its perceived place in the world. In the seventeenth century, Russian bureaucrats were focused on China and the forbidding Siberian frontier. They relied more on spies, including Jesuit scholars stationed in China. In the early nineteenth century, the geopolitical challenge shifted to Europe: rivalry with Britain drove the Russians to stake their prestige on public-facing intellectual work, and knowledge of the East was embedded in the academy. None of these institutional configurations was especially effective in delivering strategic or commercial advantages. But various knowledge regimes did have their consequences. Knowledge filtered through Russian espionage and publication found its way to Europe, informing the encounter between China and Western empires.
Based on extensive archival research in Russia and beyond, Spies and Scholars breaks down long-accepted assumptions about the connection between knowledge regimes and imperial power and excavates an intellectual legacy largely neglected by historians.
Drawing on his workshops in Rochester, Talarico describes a unique approach for eliciting poetry from people of many ages and backgrounds—particularly underpriviledged urban kids and the elderly. The process—from dialogue to self-expression to publication to public event—illuminates the urgency and meaning of releasing the spirit captured in each man and woman and child’s experience. "Some people say that Ross Talarico has done the impossible," the Today Show remarked of his success in Rochester; and with this book Talarico offers the same opportunity to others. Teachers, community leaders, parents, and children will be able to follow his practical, hands-on approach to encouraging self-expression in diverse, even unlikely, settings. They will see here how poetry is indeed relevant, ever more crucial to our identity as the culture evolves—how it is, finally, the place where the inarticulate can come to speak for themselves.
These authors enrich the TA experience by supporting agency and self-efficacy, encouraging TAs to take active roles in understanding their positions and making the most of that experience. Many chapters are written by current or former TAs who are writing as a means of preparing, informing, and guiding new rhet/comp TAs, encouraging them to make choices about how they want to think through and participate in their teaching work.
The first work on the market to delve deeply into the TAship itself and what it means for the larger discipline, Standing at the Threshold provides a rich new theorizing based in the real experiences and liminalities of teaching assistants in composition and rhetoric, approached from a productive array of perspectives.
Contributors: Lew Caccia, Lillian Campbell, Rachel Donegan, Jaclyn Fiscus-Cannady, Jennifer K. Johnson, Ronda Leathers Dively, Faith Matzker, Jessica Restaino, Elizabeth Saur, Megan Schoettler, Kylee Thacker Maurer
Reacting against the view of nature "red in tooth and claw," ecologists and behavioral biologists such as Warder Clyde Allee, Alfred Emerson, and their colleagues developed research programs they hoped would validate and promote an image of human society as essentially cooperative rather than competitive. Mitman argues that Allee's religious training and pacifist convictions shaped his pioneering studies of animal communities in a way that could be generalized to denounce the view that war is in our genes.
State Work begins with an ethnographic account of Harney’s work as a midlevel manager within an Ontario government initiative charged with leading the province’s efforts to combat racism. Through readings of material such as The X-Files and Law & Order, Harney then reviews how popular images of the state and government labor are formed within American culture and how these ideas shape everyday life. He highlights the mutually dependent roles played in state work by the citizenry and civil servants. Using as case studies Al Gore’s National Partnership for Reinventing Government and a community-policing project in New York City, Harney also critiques public management literature and performance measurement theories. He concludes his study with a look at the motivations of state workers.
Karen Chace’s book, Story by Story, Building a Storytelling Troupe is a must have for anyone even slightly interested in starting a storytelling group with students. I know I am guilty of sometimes skipping over sections, but every word that Karen writes is important and useful distilled (and therefore potent) information. Ms. Chace not only tells you what to do to run a successful troupe, but also WHY you need to do it. This is, to me, very important. Sometimes one is tempted to skip things, but this book explains how important the steps are. Everything from how many hours Karen thought it would take, to ACTUAL hours, where the funding comes from, how and why to lay foundations and expectations (including ‘no teasing policies’ and group dynamics), right the way through presentation skills to advertising the event and getting bums on seats (emphasis important)!
Over the years Karen has and continues to come up with new and inventive ways of teaching the skills of storytelling, and a great many of these exercises and activities are included in the book. When it comes to research and materials as well as technique, Karen adds new meaning to "thorough". There are links to websites for stories, for grants, for microphone techniques, and how storytelling connects to the school curriculum and more. And if you prefer to read books, there is an extensive bibliography, too.
Basically, I believe if you want to succeed in building a storytelling troupe or group, all you need is Karen Chace’s book, Story by Story, Building a Storytelling Troupe and to do everything Karen suggests. I am sure it would be very hard to fail if you follow her words of wisdom between the covers of her goldmine of a book.
Simon Brooks, storyteller, and educator
Since its passage in 1989, a state law known as Act 31 requires that all students in Wisconsin learn about the history, culture, and tribal sovereignty of Wisconsin’s federally recognized tribes.
The Story of Act 31 tells the story of the law’s inception—tracing its origins to a court decision in 1983 that affirmed American Indian hunting and fishing treaty rights in Wisconsin, and to the violent public outcry that followed the court’s decision. Author J P Leary paints a picture of controversy stemming from past policy decisions that denied generations of Wisconsin students the opportunity to learn about tribal history.
But along with the playful wit comes Padgett's serious fascination with how words work. Essays discuss such subjects as the otherness of languages; French poets and their relationship to Cubist painters; an afternoon with the poet Edwin Denby; a tribute to Ted Berrigan; twentieth-century modernism; and suggestions for using the computer to write poetry.
The book concludes with pieces that Padgett has written during his thirty years as a teacher of poetry. Essays explore the unexpected relationships between poetry and dance; the practical value of using "gimmicks" to inspire poetry writing; and some radical and entertaining ideas for innovative ways to read creatively.
Ron Padgett is Publications Director, Teachers and Writers Collaborative. His books include Albanian Diary, Creative Reading, and Old Faithful: 18 Writers Present Their Favorite Writing Assignments.
Featuring writings by soldiers, adventurers, merchants, missionaries, theologians, and colonial officers, this volume contains a wide range of portraits of the Buddha. The descriptions are rarely flattering, as all manner of reports—some accurate, some inaccurate, and some garbled—came to circulate among European savants and eccentrics, many of whom were famous in their day but are long forgotten in ours. Taken together, these accounts present a fascinating picture, not only of the Buddha as he was understood and misunderstood for centuries, but also of his portrayers.
Strategies for Legal Case Reading and Vocabulary Development begins with an overview of the American legal system and relevant research and guidelines relating to case reading. The book is divided into sections on common law, statutory law, and constitutional law. Approximately twenty cases (some abridged) and eight readings are included in the text. Questions for Discussion follow each case to help students prepare to actively participate in class case discussions. Additional features include hypotheticals (often posed by law professors), vocabulary tasks, and short writing assignments.
With an emphasis on discourse function throughout, students are never expected to rely on lists of unrelated, constructed example sentences. Rather, when major points of grammar are presented, the structures are illustrated with rich, "real world" contexts excerpted from literature (mostly American), including novels, short stories, poems, essays, and drama. Exercises in the companion workbook are likewise based on naturally occurring stretches of discourse.
As a recent graduate and an appellate lawyer, Andrew Ayers knows how high the stakes are—he’s been there, and not only did he survive the experience, he graduated first in his class. In A Student’s Guide to Law School he shares invaluable insight on what it takes to make a successful law school journey. Originating in notes Ayers jotted down while commuting to his first clerkship with then-Judge Sonia Sotomayor, and refined throughout his first years as a lawyer, A Student’s Guide to Law School offers a unique balance of insider’s knowledge and professional advice.
Organized in four parts, the first part looks at tests and grades, explaining what’s expected and exploring the seven choices students must make on exam day. The second part discusses the skills needed to be a successful law student, giving the reader easy-to-use tools to analyze legal materials and construct clear arguments.
The third part contains advice on how to use studying, class work, and note-taking to find your best path. Finally, Ayers closes with a look beyond the classroom, showing students how the choices they make in law school will affect their career—and even determine the kind of lawyer they become.
The first law school guide written by a recent top-ranked graduate, A Student’s Guide to Law School is relentlessly practical and thoroughly relevant to the law school experience of today’s students. With the tools and advice Ayers shares here, students can make the most of their investment in law school, and turn their valuable learning experiences into a meaningful career.
What is religion? As this comprehensive work shows, religion is an explanation of the ultimate meaning of life and how to live accordingly, based on a notion of the Transcendent. Normally it contains the four "C's": Creed, Code, Cult, Community-structure.
This volume looks at the ways we humans have developed to study religion. It also examines the new age in human consciousness that is now drawing. It also examines the new age in human consciousness that is now dawning: The Age of Global Dialogue, a radically new consciousness that shifts the ways we understand everything in life, including religion. This global dialogical way of understanding life does not lead to one global religion, but it does lead toward a consciously acknowledged common set of ethical principles, a Global Ethic. The book looks at these two movements -- the Age of Global Dialogue and inchoative Global Ethic -- in order to help readers understand what is going on around them, so they may make informed, intelligent decisions about the meaning of life and how to live it.
Essayists argue for Appalachian Studies' integration with kindred fields like African American studies, women's studies, and Southern studies, and they urge those involved in the field to globalize the perspective of Appalachian Studies; to commit to continued applied, participatory action, and community-based research; to embrace more fully the field's capacity for bringing about social justice; to advocate for a more accurate understanding of Appalachia and its people; and to understand and overcome the obstacles interdisciplinary studies face in the social and institutional construction of knowledge.
Contributors: Chris Baker, Chad Berry, Donald Edward Davis, Amanda Fickey, Chris Green, Erica Abrams Locklear, Phillip J. Obermiller, Douglas Reichert Powell, Michael Samers, Shaunna L. Scott, and Barbara Ellen Smith.
Many college writing teachers operate under the belief that style still refers primarily to the kinds of issues discussed in Strunk and White’s popular but outdated book The Elements of Style. This work not only challenges this view but also offers theories and pedagogies from diverse perspectives that help teachers and students develop strategic habits and mindsets to negotiate languages, genres, and discourse conventions. The chapters explore the ways in which style directly affects—and is affected by—multiple sources of shifting disciplinary inquiry, contributing new insights by drawing on research in cultural studies, sociolinguistics, discourse studies, translingualism, and writing across the curriculum, as well as new approaches to classical rhetorical theory.
The reemergence of stylistic inquiry can be used dynamically to produce new insights not only about emerging disciplinary interests but also about the study of style as a kind of language in and of itself. Style and the Future of Composition Studies demonstrates that style deserves to be a central focus of writing teaching. More than just the next style collection, the book advocates for style’s larger prominence in composition discussions generally. It will be of interest to a broad range of students and scholars of writing studies, as well as a wider set of readers in academe.
Contributors:
Cydney Alexis, Laura Aull, Anthony Box, Jimmy Butts, Mike Duncan, William FitzGerald, Melissa Goldthwaite, Eric House, TR Johnson, Almas Khan, Zak Lancaster, Eric Leake, Andrea Olinger, Thomas Pace, Jarron Slater, Jonathan Udelson
Human rights violations have always been part of Asian American studies. From Chinese immigration restrictions, the incarceration of Japanese Americans, yellow peril characterizations, and recent acts of deportation and Islamophobia, Asian Americans have consistently functioned as subordinated “subjects” of human rights violations. The Subject(s) of Human Rights brings together scholars from North America and Asia to recalibrate these human rights concerns from both sides of the Pacific.
The essays in this collection provide a sharper understanding of how Asian/Americans have been subjected to human rights violations, how they act as subjects of history and agents of change, and how they produce knowledge around such subjects. The editors of and contributors to The Subject(s) of Human Rights examine refugee narratives, human trafficking, and citizenship issues in twentieth- and twenty-first century literature. These themes further refract issues of American war-making, settler colonialism, military occupation, collateral damage, and displacement that relocate the imagined geographies of Asian America from the periphery to the center of human rights critique.
“They looked at us like we were not supposed to be scientists,” says one young African American girl, describing one openly hostile reaction she encountered in the classroom. In this significant study, Sandra Hanson explains that although many young minority girls are interested in science, the racism and sexism in the field discourage them from pursuing it after high school. Those girls that remain highly motivated to continue studying science must “swim against the tide.”
Hanson examines the experiences of African American girls in science education using multiple methods of quantitative and qualitative research, including a web survey and vignette techniques. She understands the complex interaction between race and gender in the science domain and, using a multicultural and feminist framework of analysis, addresses the role of agency and resistance that encourages and sustains interest in science in African American families and communities.
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