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Immigration has been one of the basic realities of life for Latino communities in the United States since the nineteenth century. It is one of the most important themes in Hispanic literature, and it has given rise to a specific type of literature while also defining what it means to be Hispanic in the United States. Immigrant literature uses predominantly the language of the homeland; it serves a population united by that language, irrespective of national origin; and it solidifies and furthers national identity. The literature of immigration reflects the reasons for emigrating, records—both orally and in writing—the trials and tribulations of immigration, and facilitates adjustment to the new society while maintaining links with the old society.

Based on an archive assembled over the past two decades by author Nicolás Kanellos's Recovering the U. S. Hispanic Literary Heritage project, this comprehensive study is one of the first to define this body of work. Written and recorded by people from Mexico, Cuba, Puerto Rico, the Caribbean, and Central and South America, the texts presented here reflect the dualities that have characterized the Hispanic immigrant experience in the United States since the mid-nineteenth century, set always against a longing for homeland.

Revealing how Spain, Mexico, and Cuba helped shape the literary origins of American national identity.

In Hispanicism and Early US Literature, author John C. Havard posits that representations of Spain, Spanish America, Spanishness, and Spanish Americanness are integral elements in the evolution of early national and antebellum US literature. He argues that Spanish-speaking countries have long held a broad fascination for Americans and that stock narratives regarding these peoples were central to the period’s US literature.

Beginning with the work of eighteenth-century literary nationalists such as Joel Barlow, US literature has been drawn to reflect on Spain and Spanish America. Such reflection was often inspired by geopolitical conflicts such as US expansion into Spanish Louisiana and the US-Mexican War. Havard terms the discourse emerging from these reflections “Hispanicism.” This discourse was used to portray the dominant viewpoint of classical liberalism that propounded an American exceptionalism premised on the idea that Hispanophone peoples were comparatively lacking the capacity for self-determination, hence rationalizing imperialism. On the conservative side were warnings against progress through conquest.

Havard delves into selected works of early national and antebellum literature on Spain and Spanish America to illuminate US national identity. Poetry and novels by Joel Barlow, James Fenimore Cooper, and Herman Melville are mined to further his arguments regarding identity, liberalism, and conservatism. Understudied authors Mary Peabody Mann and José Antonio Saco are held up to contrast American and Cuban views on Hispanicism and Cuban annexation as well as to develop the focus on nationality and ideology via differences in views on liberalism.

More than just a work of literary criticism, there is a substantial amount of cultural and political history discussed. Havard’s use of archival sources such as political articles and personal correspondence elucidates not just literary genres and movements such as early national epic poetry, abolitionist fiction, and the American Renaissance, but also US prominent culture.

In this first book-length study of Czech structuralism and semiotics in English, F. W. Galan explores one of the most important intellectual currents of the twentieth century, filling the gap between what has been written of the Russian formalism of the twenties and the French structuralism of the sixties and seventies. He records the evolution within the Prague Linguistic Circle of those theories which concern literature's change in time and the place of literature in society. In doing so, he reveals how the work of the Prague Linguistic Circle in the years 1928 to 1946 vindicate structuralism against its critics' charges that the structuralist approach—in linguistics, literary theory, film studies, and related fields—is inherently unhistorical. Overcoming this apparent methodological impasse was the main challenge confronted by the scholars of the Prague School–Roman Jakobson and Jan Mukarovsky, in particular.

Recently publishers on the Christian Right have been reprinting nineteenth-century children's history books and marketing them to parents as “anchor texts” for homeschool instruction. Why, Gregory M. Pfitzer asks, would books written more than 150 years ago be presumed suitable for educating twenty-first-century children? The answer, he proposes, is that promoters of these recycled works believe that history as a discipline took a wrong turn in the early twentieth century, when progressive educators introduced social studies methodologies into public school history classrooms, foisting upon unsuspecting and vulnerable children ideologically distorted history books. 

In History Repeating Itself, Pfitzer tests these assertions by scrutinizing and contextualizing the original nineteenth-century texts on which these republications are based. He focuses on how the writers borrowed from one another to produce works that were similar in many ways yet differed markedly in terms of pedagogical strategy and philosophy of history. Pfitzer demonstrates that far from being non-ideological, these works were rooted in intense contemporary debates over changing conceptions of childhood. 

Pfitzer argues that the repurposing of antiquated texts reveals a misplaced resistance to the idea of a contested past. He also raises essential philosophical questions about how and why curricular decisions are shaped by the “past we choose to remember” on behalf of our children.

First, Cohn proposes that Faulkner's appeal derives from Spanish American authors' perception of similarities between the South's history and the experiences of their own respective nations. She delineates historical experiences common to the South and Spanish America, including civil wars, defeat and dispossession, regional marginalization, and socio-economic hardship. She also suggests that Spanish American authors found in Faulkner a set of concerns with which they could identify and that, as a result, they were inspired to take up the stylistic innovations characteristic of his writing. The resulting assimilation and adaptation of Euro-American modernism through Faulkner has been an indispensable part of what is known as la nueva narrativa, "the new narrative," as well as of successive movements in Spanish American literature.

From another perspective, Cohn's book shows points of contact between works by other southern and Spanish American novelists without positing relations of influence. Specifically, after identifying common, recurrent themes in modern southern and Spanish American literature in general, Cohn reveals levels of a shared understanding of regional history in Faulkner and Mario Vargas Llosa, in Ralph Ellison and Isabel Allende, as well as in Katherine Anne Porter and Juan Rulfo. Her analyses compare and contrast these authors' shared attempts to provide correctives to official, mainstream historical discourse through alternate, parallel strategies for reconstructing, recording, and reclaiming the past.

In yoking together the South and Spanish America as neighboring spaces with similar personalities, Cohn advances a daring and controversial thesis that both narrows and enhances the frame of comparison between the literatures of the South and Spanish America.

Greek tragedy has held sway over the imagination of audiences for well over two millennia. This collection of essays on Athenian drama, the proceedings of a conference held at the University of Texas at Austin in 1992, demonstrates that Greek tragedy still retains its power to provoke debate and to engage the interest of specialists and non-classicists alike.

The book includes essays by seven of the foremost scholars of Greek drama—Helene Foley, Michelle Gellrich, Peter W. Rose, David Rosenbloom, Richard Seaford, Bernd Seidensticker, and Froma I. Zeitlin. These writers explore the work of all three great tragedians, Aeschylus, Sophocles, and Euripides, and approach them from a variety of perspectives on history and theory, including poststructuralism and Marxism. They investigate the possibilities for coordinating theoretically informed readings of tragedy with a renewed attention to the pressure of material history within those texts. The collection thus represents a response within classics to "New Historicism" and the debates it has generated within related literary disciplines.

"Impressive—Marsh successfully rewrites the founding moment of American Modernist poetry."
---Mark Van Wienen, Northern Illinois University

"Cogently argued, instructive, and sensitive, Marsh’s revisionist reading opens new insights that will elicit lively comment and critical response."
---Douglas Wixson, University of Missouri–Rolla

Between 1909 and 1922, the genre of poetry was remade. Literary scholars have long debated why modern American poetry emerged when and how it did. While earlier poetry had rhymed, scanned, and dealt with conventional subjects such as love and nature, modern poetry looked and sounded very different and considered new areas of experience. Hog Butchers, Beggars, and Busboys: Poverty, Labor, and the Making of Modern American Poetry argues that this change was partially the result of modern poets writing into their verse what other poetry had suppressed: the gritty realities of modern life, including the problems of the poor and working class.

A closer look at the early works of the 20th century's best known poets (William Carlos Williams, T. S. Eliot, Edna St. Vincent Millay, Claude McKay, Langston Hughes, and Carl Sandburg) reveals the long-neglected role the labor problem—including sweatshops, strikes, unemployment, woman and child labor, and immigration---played in the formation of canonical modern American poetry. A revisionary history of literary modernism and exploration into how poets uniquely made the labor problem their own, this book will appeal to modernists in the fields of American and British literature as well as scholars in American studies and the growing field of working-class literature.

Before they were written down, the poems attributed to Homer were performed orally, usually by rhapsodes (singers/reciters) who might have traveled from city to city or enjoyed a position in a wealthy household. Even after the Iliad and the Odyssey were committed to writing, rhapsodes performed the poems at festivals, often competing against each other. As they recited the epics, the rhapsodes spoke as both the narrator and the characters. These different acts—performing the poem and narrating and speaking in character within it—are seldom studied in tandem. Homer in Performance breaks new ground by bringing together all of the speakers involved in the performance of Homeric poetry: rhapsodes, narrators, and characters.

The first part of the book presents a detailed history of the rhapsodic performance of Homeric epic from the Archaic to the Roman Imperial periods and explores how performers might have shaped the poems. The second part investigates the Homeric narrators and characters as speakers and illuminates their interactions. The contributors include scholars versed in epigraphy, the history of art, linguistics, and performance studies, as well as those capable of working with sources from the ancient Near East and from modern Russia. This interdisciplinary approach makes the volume useful to a spectrum of readers, from undergraduates to veteran professors, in disciplines ranging from classical studies to folklore.

A Choice Outstanding Academic Book

The "Homeric Question" has vexed Classicists for generations. Was the author of the Iliad and the Odyssey a single individual who created the poems at a particular moment in history? Or does the name "Homer" hide the shaping influence of the epic tradition during a long period of oral composition and transmission?

In this innovative investigation, Gregory Nagy applies the insights of comparative linguistics and anthropology to offer a new historical model for understanding how, when, where, and why the Iliad and the Odyssey were ultimately preserved as written texts that could be handed down over two millennia. His model draws on the comparative evidence provided by living oral epic traditions, in which each performance of a song often involves a recomposition of the narrative.

This evidence suggests that the written texts emerged from an evolutionary process in which composition, performance, and diffusion interacted to create the epics we know as the Iliad and the Odyssey. Sure to challenge orthodox views and provoke lively debate, Nagy's book will be essential reading for all students of oral traditions.

The Homeric Iliad and Odyssey are among the world's foremost epics. Yet, millennia after their composition, basic questions remain about them. Who was Homer—a real or an ideal poet? When were the poems composed—at a single point in time, or over centuries of composition and performance? And how were the poems committed to writing? These uncertainties have been known as The Homeric Question, and many scholars, including Gregory Nagy, have sought to solve it.

In Homeric Responses, Nagy presents a series of essays that further elaborate his theories regarding the oral composition and evolution of the Homeric epics. Building on his previous work in Homeric Questions and Poetry as Performance: Homer and Beyond and responding to some of his critics, he examines such issues as the importance of performance and the interaction between audience and poet in shaping the poetry; the role of the rhapsode (the performer of the poems) in the composition and transmission of the poetry; the "irreversible mistakes" and cross-references in the Iliad and Odyssey as evidences of artistic creativity; and the Iliadic description of the shield of Achilles as a pointer to the world outside the poem, the polis of the audience.

Introducing a posthumanist concept of nostalgia to analyze steadily widening themes of animality, home, travel, slavery, shopping, and war in U.S. literature after 1945

Homesickness closely examines U.S. literature mostly after 1945, including prominent writers such as Annie Proulx, Marilynne Robinson, and Ernest Hemingway, in light of the challenges and themes of the Anthropocene. Hediger argues that our desire for home is shorthand for a set of important hopes worth defending—serious and genuine relationships to places and their biotic regimes and landforms; membership in vital cultures, human and nonhuman; resistance to capital-infused forms of globalization that flatten differences and turn life and place into mere resources. Our homesickness, according to Hediger, is inevitable because the self is necessarily constructed with reference to the material past. Therefore, homesickness is not something to dismiss as nostalgic or reactionary but is rather a structure of feeling to come to terms with and even to cultivate.

Recasting an expansive range of fields through the lens of homesickness—from ecocriticism to animal studies and disability studies, (eco)philosophy to posthumanist theory—Homesickness speaks not only to the desire for a physical structure or place but also to a wide range of longings and dislocations, including those related to subjectivity, memory, bodies, literary form, and language. 

This is an auto-narrated audiobook edition of this book.

How does a novel entice or enlist us? How does a song surprise or seduce us? Why do we bristle when a friend belittles a book we love, or fall into a funk when a favored TV series comes to an end? What characterizes the aesthetic experiences of feeling captivated by works of art? In Hooked, Rita Felski challenges the ethos of critical aloofness that is a part of modern intellectuals’ self-image. The result is sure to be as widely read as Felski’s book, The Limits of Critique.

Wresting the language of affinity away from accusations of sticky sentiment and manipulative marketing, Felski argues that “being hooked” is as fundamental to the appreciation of high art as to the enjoyment of popular culture. Hooked zeroes in on three attachment devices that connect audiences to works of art: identification, attunement, and interpretation. Drawing on examples from literature, film, music, and painting—from Joni Mitchell to Matisse, from Thomas Bernhard to Thelma and Louise—Felski brings the language of attachment into the academy. Hooked returns us to the fundamentals of aesthetic experience, showing that the social meanings of artworks are generated not just by critics, but also by the responses of captivated audiences.