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“The age of transnational humanities has arrived.” According to Steven Salaita, the seemingly disparate fields of Palestinian Studses and American Indian studies have more in common than one may think. In Inter/Nationalism, Salaita argues that American Indian and Indigenous studies must be more central to the scholarship and activism focusing on Palestine. 

Salaita offers a fascinating inside account of the Boycott, Divestment, and Sanctions (BDS) movement—which, among other things, aims to end Israel’s occupation of Palestinian land. In doing so, he emphasizes BDS’s significant potential as an organizing entity as well as its importance in the creation of intellectual and political communities that put Natives and other colonized peoples such as Palestinians into conversation. His discussion includes readings of a wide range of Native poetry that invokes Palestine as a theme or symbol; the speeches of U.S. President Andrew Jackson and early Zionist thinker Ze’ev Jabotinsky; and the discourses of “shared values” between the United States and Israel. 

Inter/Nationalism seeks to lay conceptual ground between American Indian and Indigenous studies and Palestinian studies through concepts of settler colonialism, indigeneity, and state violence. By establishing Palestine as an indigenous nation under colonial occupation, this book draws crucial connections between the scholarship and activism of Indigenous America and Palestine.

 

After decades of domination on campus, college sports' supremacy has begun to weaken. "Enough, already!" detractors cry. College is about learning, not chasing a ball around to the whir of TV cameras.

In Intercollegiate Athletics and the American University James Duderstadt agrees, taking the view that the increased commercialization of intercollegiate athletics endangers our universities and their primary goal, academics. Calling it a "corrosive example of entertainment culture" during an interview with ESPN's Bob Ley, Duderstadt suggested that college basketball, for example, "imposes on the university an alien set of values, a culture that really is not conducive to the educational mission of university."

Duderstadt is part of a growing controversy. Recently, as reported in The New York Times, an alliance between university professors and college boards of trustees formed in reaction to the growth of college sports; it's the first organization with enough clout to challenge the culture of big-time university athletics.

This book is certainly part of that challenge, and is sure to influence this debate today and in the years to come.

James J. Duderstadt is President Emeritus and University Professor of Science and Engineering, University of Michigan.

In the early 2000s, the United States and Canada implemented new campaign finance laws restricting the ability of interest groups to make political contributions and to engage in political advertising. Whereas both nations' legislative reforms sought to reduce the role of interest groups in campaigns, these laws have had opposite results in the two nations. In the United States, interest groups remained influential by developing broad coalitions aimed at mobilizing individual voters and contributors. In Canada, interest groups largely withdrew from election campaigns, and, thus, important voices in elections have gone silent. Robert G. Boatright explains such disparate results by placing campaign finance reforms in the context of ongoing political and technological changes.

Robert G. Boatright is Associate Professor of Political Science at Clark University.

Cover photo: © iStockphoto.com / alfabravoalpharomeo

From its most cosmopolitan urban centers to the rural Midwest, the United States is experiencing a rising tide of religious interest. While terrorist attacks keep Americans fixed on an abhorrent vision of militant Islam, popular films such as The Passion of the Christ and The Da Vinci Code make blockbuster material of the origins of Christianity. The 2004 presidential election, we are told, was decided on the basis of religiously driven moral values. A majority of Americans are reported to believe that religious differences are the biggest obstacle to world peace.

Beneath the superficial banter of the media and popular culture, however, are quieter conversations about what it means to be religious in America today—conversations among recent immigrants about how to adapt their practices to life in new land, conversations among young people who are finding new meaning in religions rejected by their parents, conversations among the religiously unaffiliated about eclectic new spiritualities encountered in magazines, book groups, or online. Interfaith Encounters in America takes a compelling look at these seldom acknowledged exchanges, showing how, despite their incompatibilities, Buddhist, Muslim, Christian, Jewish, and Hindu Americans, among others, are using their beliefs to commit to the values of a pluralistic society rather than to widen existing divisions.

Chapters survey the intellectual exchanges among scholars of philosophy, religion, and theology about how to make sense of conflicting claims, as well as the relevance and applicability of these ideas “on the ground” where real people with different religious identities intentionally unite for shared purposes that range from national public policy initiatives to small town community interfaith groups, from couples negotiating interfaith marriages to those exploring religious issues with strangers in online interfaith discussion groups.

Written in engaging and accessible prose, this book provides an important reassessment of the problems, values, and goals of contemporary religion in the United States. It is essential reading for scholars of religion, sociology, and American studies, as well as anyone who is concerned with the purported impossibility of religious pluralism.

In Interior States Christopher Castiglia focuses on US citizens’ democratic impulse: their ability to work with others to imagine genuinely democratic publics while taking divergent views into account. Castiglia contends that citizens of the early United States were encouraged to locate this social impulse not in associations with others but in the turbulent and conflicted interiors of their own bodies. He describes how the human interior—with its battles between appetite and restraint, desire and deferral—became a displacement of the divided sociality of nineteenth-century America’s public sphere and contributed to the vanishing of that sphere in the twentieth century and the twenty-first. Drawing insightful connections between political structures, social relations, and cultural forms, he explains that as the interior came to reflect the ideological conflicts of the social world, citizens were encouraged to (mis)understand vigilant self-scrutiny and self-management as effective democratic action.

In the late eighteenth century and early nineteenth, as discourses of interiority gained prominence, so did powerful counter-narratives. Castiglia reveals the flamboyant pages of antebellum popular fiction to be an archive of unruly democratic aspirations. Through close readings of works by Maria Monk and George Lippard, Walt Whitman and Timothy Shay Arthur, Hannah Webster Foster and Hannah Crafts, and Nathaniel Hawthorne and Herman Melville, Castiglia highlights a refusal to be reformed or self-contained. In antebellum authors’ representations of nervousness, desire, appetite, fantasy, and imagination, he finds democratic strivings that refused to disappear. Taking inspiration from those writers and turning to the present, Castiglia advocates a humanism-without-humans that, denied the adjudicative power of interiority, promises to release democracy from its inner life and to return it to the public sphere where U.S. citizens may yet create unprecedented possibilities for social action.

The contributions to this book address the role that the U.S. Department of Education Title VI and Fulbright-Hays programs have played in building the largest and highest quality infrastructure in the world for training in languages and other aspects of foreign area knowledge. The volume celebrates the 50th anniversary of the Title VI and associated Fulbright-Hays programs, which have established more than 150 centers of excellence for modern foreign language and area studies and international business education in more than 60 U.S. universities.
The authors review the history of the programs, including their founding and their cumulative impacts on internationalizing the American university at the graduate and undergraduate levels. They review how programs for foreign research, technology for foreign information access, and undergraduate programs have built the foundations of U.S. language-learning materials for use in college courses and government with improved language-learning pedagogies, erected the most distinguished library holdings on foreign countries, supported in-depth research abroad in virtually every nation, and created capacity to teach more than 200 less commonly taught languages.

The Internationalization of US Writing Programs illuminates the role writing programs and WPAs play in defining goals, curriculum, placement, assessment, faculty development, and instruction for international student populations. The volume offers multiple theoretical approaches to the work of writing programs and illustrates a wide range of well-planned writing program–based empirical research projects.

As of 2016, over 425,000 international students were enrolled as undergraduates in US colleges and universities, part of a decade-long trend of increasing numbers of international students coming to the United States for both undergraduate and graduate degrees. Writing program administrators and writing teachers across the country are beginning to recognize this changing demographic as a useful catalyst for change in writing programs, which are tasked with preparing all students, regardless of initial level of English proficiency, for academic and professional writing.

The Internationalization of US Writing Programs is the first collection to focus specifically on this crucial aspect of the roles and responsibilities of WPAs, who are leading efforts to provide all students on their campuses, regardless of nationality or first language, with competencies in writing that will serve them in the academy and beyond.

Contributors: Jonathan Benda, Michael Dedek, Christiane Donahue, Chris W. Gallagher, Kristi Girdharry, Tarez Samra Graban, Jennifer E. Haan, Paula Harrington, Yu-Kyung Kang, Neal Lerner, David S. Martins, Paul Kei Matsuda, Heidi A. McKee, Libby Miles, Susan Miller-Cochran, Matt Noonan, Katherine Daily O’Meara, Carolina Pelaez-Morales, Stacey Sheriff, Gail Shuck, Christine M. Tardy, Stanley Van Horn, Daniel Wilber, Margaret Willard-Traub

Interpreting State Constitutions examines and proposes a solution to a problem central to contemporary debates over the enforcement of civil liberties: how courts, government officials, and lawyers should go about interpreting the constitutions of the American states.

With the Supreme Court's retreat from the aggressive protection of individual rights, state courts have begun to interpret state constitutions to provide broader protection of liberties. This development has reversed the polarity of constitutional politics, as liberals advocate unimpeded state power while conservatives lobby for state subordination to a constitutional law controlled centrally by the Supreme Court.

James A. Gardner here lays out the first fully developed theory of subnational constitutional interpretation. He argues that states are integral components of a national system of overlapping and mutually checking authority and that the purpose of this system is to protect liberty and defend against federal domination. The resulting account provides valuable prescriptive advice to state courts, showing them how to fulfill their responsibilities to the federal system in a way that strengthens American constitutional discourse.

In this ambitious study, Diane Bjorklund explores the historical nature of self-narrative. Examining over 100 American autobiographers published in the last two centuries, she discusses not only well-known autobiographies such as Mark Twain and Andrew Carnegie but also many obscure ones such as a traveling book peddler, a minstrel, a hotel proprietress, an itinerant preacher, a West Point cadet, and a hoopskirt wire manufacturer. Bjorklund draws on the colorful stories of these autobiographers to show how their historical epoch shapes their understandings of self.

"A refreshingly welcome approach to this intriguing topic. . . . [Bjorklund's] extensive and systematic approach to her source material is impressive and enriches our understanding of this essential subject."—Virginia Quarterly Review

"Bjorklund studies both famous and obscure writers, and her clear prose style and copious quotations provide insight into the many aspects of the changing American self." —Library Journal

As late as the 1960s, states could legally punish minorities who either had sex with or married persons outside of their racial groups. In this first comprehensive study of the legal regulation of interracial relationships, Rachel Moran grapples with the consequences of that history, candidly confronting its profound effects on not only conceptions of race and identity, but on ideas about sex, marriage, and family.

"A good introduction to an issue too often overlooked. . . . The writing is clear and accessible, the evidence is evocative, and the ideas are challenging."—Beth Kiyoko Jamieson, Law and Politics Book Review

"U. S. government bodies have tried to regulate interracial intimacy from the day Pocahontas married John Rolfe up through Loving v. Virginia, which found antimiscegentation laws unconstitutional in 1967. . . . The weirder anecdotes from our racial history enliven this study, which is likely to become a classic in its field."—Publishers Weekly

"Moran examines the history of U. S. regulation of cross-racial romance, considering the impact of that regulation on the autonomy of individuals and families as well as on racial identity and equality. . . . She is attuned to the nuances of race in this polyglot nation, and supplies thoughtful analysis of these nuances."—Booklist

In this first book devoted to the genesis, failure, and lasting legacy of Ulysses S. Grant’s comprehensive American Indian policy, Mary Stockwell shows Grant as an essential bridge between Andrew Jackson’s pushing Indians out of the American experience and Franklin D. Roosevelt’s welcoming them back in. Situating Grant at the center of Indian policy development after the Civil War, Interrupted Odyssey: Ulysses S. Grant and the American Indians reveals the bravery and foresight of the eighteenth president in saying that Indians must be saved and woven into the fabric of American life.

In the late 1860s, before becoming president, Grant collaborated with Ely Parker, a Seneca Indian who became his first commissioner of Indian affairs, on a plan to rescue the tribes from certain destruction. Grant hoped to save the Indians from extermination by moving them to reservations, where they would be guarded by the U.S. Army, and welcoming them into the nation as American citizens. By so doing, he would restore the executive branch’s traditional authority over Indian policy that had been upended by Jackson.

In Interrupted Odyssey, Stockwell rejects the common claim in previous Grant scholarship that he handed the reservations over to Christian missionaries as part of his original policy. In part because Grant’s plan ended political patronage, Congress overturned his policy by disallowing Army officers from serving in civil posts, abandoning the treaty system, and making the new Board of Indian Commissioners the supervisors of the Indian service. Only after Congress banned Army officers from the Indian service did Grant place missionaries in charge of the reservations, and only after the board falsely accused Parker of fraud before Congress did Grant lose faith in his original policy.

Stockwell explores in depth the ousting of Parker, revealing the deep-seated prejudices that fueled opposition to him, and details Grant’s stunned disappointment when the Modoc murdered his peace commissioners and several tribes—the Comanche, Kiowa, Cheyenne, and Sioux—rose up against his plans for them.

Though his dreams were interrupted through the opposition of Congress, reformers, and the tribes themselves, Grant set his country firmly toward making Indians full participants in the national experience. In setting Grant’s contributions against the wider story of the American Indians, Stockwell’s bold, thoughtful reappraisal reverses the general dismissal of Grant’s approach to the Indians as a complete failure and highlights the courage of his policies during a time of great prejudice.

For over twenty-five years, Charles C. Ragin has developed Qualitative Comparative Analysis and related set-analytic techniques as a means of bridging qualitative and quantitative methods of research. Now, with Peer C. Fiss, Ragin uses these impressive new tools to unravel the varied conditions affecting life chances.

Ragin and Fiss begin by taking up the controversy regarding the relative importance of test scores versus socioeconomic background on life chances, a debate that has raged since the 1994 publication of Richard Herrnstein and Charles Murray’s TheBell Curve. In contrast to prior work, Ragin and Fiss bring an intersectional approach to the evidence, analyzing the different ways that advantages and disadvantages combine in their impact on life chances. Moving beyond controversy and fixed policy positions, the authors propose sophisticated new methods of analysis to underscore the importance of attending to configurations of race, gender, family background, educational achievement, and related conditions when addressing social inequality in America today.

Though colleges and universities are arguably paying more attention to diversity and inclusion than ever before, to what extent do their efforts result in more socially just campuses? Intersectionality and Higher Education examines how race, ethnicity, class, gender, sexuality, sexual orientation, age, disability, nationality, and other identities connect to produce intersected campus experiences. Contributors look at both the individual and institutional perspectives on issues like campus climate, race, class, and gender disparities, LGBTQ student experiences, undergraduate versus graduate students, faculty and staff from varying socioeconomic backgrounds, students with disabilities, undocumented students, and the intersections of two or more of these topics. Taken together, this volume presents an evidence-backed vision of how the twenty-first century higher education landscape should evolve in order to meaningfully support all participants, reduce marginalization, and reach for equity and equality.

Intertextual encounters occur whenever an author or the author’s text recognizes, references, alludes to, imitates, parodies, or otherwise elicits an audience member’s familiarity with other texts. F. Scott Fitzgerald and Nathanael West use the fiction of Horatio Alger, Jr., as an intertext in their novels, The Great Gatsby and A Cool Million. Callie Khouri and Ridley Scott use the buddy-road-picture genre as an intertext for their Thelma and Louise. In all these cases, intertextual encounters take place between artists, between texts, between texts and audiences, between artists and audiences. Michael Dunne investigates works from the 1830s to the 1990s and from the canonical American novel to Bugs Bunny and Jerry Seinfeld.

On a cold Wednesday morning in February 2003 Colin Powell argued before the United Nations Security Council that Iraq harbored weapons of mass destruction. Before the speech, nearly 90 percent of Americans reported that Powell’s speech would help them determine their view about invading Iraq. In the days after the speech, a strong majority of Americans reported that they found Powell’s evidence convincing enough to justify war. But most American adults did not watch Powell’s speech. Instead, they learned about it from journalists—and to a large extent formed their opinions about war with Iraq based on news coverage of his address. In Intertextuality and the 24-Hour News Cycle John Oddo investigates the “rhetorical life” of Colin Powell’s address as it was extended across several media reports. Focusing on one day of pre- and postspeech news coverage, Oddo examines how journalists influenced Powell’s presentation— precontextualizing and recontextualizing his speech, and prepositioning and repositioning audiences to respond to it. The book surveys a variety of news media (television, newspaper, and Internet) and systematically integrates several methodological approaches (critical, rhetorical, discourse-analytic, and multimodal). This revealing text shows the decisive role that journalists played in shaping American attitudes about Powell, his presentation, and the desirability of war in Iraq.

Interventions into Modernist Cultures is a comparative analysis of the cultural politics of modernist writing in the United States and Taiwan. Amie Elizabeth Parry argues that the two sites of modernism are linked by their representation or suppression of histories of US imperialist expansion, Cold War neocolonial military presence, and economic influence in Asia. Focusing on poetry, a genre often overlooked in postcolonial theory, she contends that the radically fragmented form of modernist poetic texts is particularly well suited to representing U.S. imperialism and neocolonial modernities.

Reading various works by US expatriates Ezra Pound and Gertrude Stein, Parry compares the cultural politics of U.S. canonical modernism with alternative representations of temporality, hybridity, erasure, and sexuality in the work of the Taiwanese writers Yü Kwang-chung and Hsia Yü and the Asian American immigrant author Theresa Hak Kyung Cha. Juxtaposing poems by Pound and Yü Kwang-chung, Parry shows how Yü’s fragmented, ambivalent modernist form reveals the effects of neocolonialism while Pound denies and obscures U.S. imperialism in Asia, asserting a form of nondevelopmental universalism through both form and theme. Stein appropriates discourses of American modernity and identity to represent nonnormative desire and sexuality, and Parry contrasts this tendency with representations of sexuality in the contemporary experimental poetry of Hsia Yü. Finally, Parry highlights the different uses of modernist forms by Pound in his Cantos—which incorporate a multiplicity of decontextualized and ahistorical voices—and by Cha in her 1982 novel Dictee, a historicized, multilingual work. Parry’s sophisticated readings provide a useful critical framework for apprehending how “minor modernisms” illuminate the histories erased by certain canonical modernist texts.

Examining how encounters produced by migration lead to intimacies-ranging from sexual, spiritual, and neighborly to hateful and violent, Jane Juffer considers the significant changes that have occurred in small towns following an influx of Latinos to the Midwest.

Intimacy across Borders situates the story of the Dutch Reformed Church in Iowa and South Africa within a larger analysis of race, religion, and globalization. Drawing on personal narrative, ethnography, and sociopolitical critique, Juffer shows how migration to rural areas can disrupt even the most thoroughly entrenched religious beliefs and transform the schools, churches, and businesses that form the heart of small-town America. Conversely, such face-to-face encounters can also generate hatred, as illustrated in the increasing number of hate crimes against Latinos and the passage of numerous anti-immigrant ordinances. 

Juffer demonstrates how Latino migration to new areas of the U.S. threatens certain groups because it creates the potential for new kinds of families—mixed race, mixed legal status, and transnational—that challenge the conservative definition of community based on the racially homogeneous, coupled, citizen family. 

Nineteenth-century America was a sprawling new nation unmoored from precedent and the mainstays of European nationalism. In their search for nationality, Americans sought coherence in a feeling of belonging shared among diverse and scattered strangers. Reading seminal works by Thomas Jefferson, Edgar Allan Poe, Herman Melville, Harriet Beecher Stowe, and Walt Whitman, Peter Coviello traces these writers' enthusiasms and their ambivalences about the dream of an intimate nationality, revealing how race and sexuality were used as vehicles for an assumed national coherence. As Coviello shows, race - and especially whiteness - functioned less as a form of identity than as a model of attachment and identification, a language of affiliation. Whiteness created an imaginary fraternity that symbolized citizenship, the ownership of property, and an affinity between strangers, which became entangled in the nation's evolving codes of sexuality. Bringing race theory and "white studies" into dialogue with questions of intimacy and affect, Coviello provides a practical rapprochement between historicist and psychoanalytic methodologies. Intimacy in America gives us a new perspective on the national meanings of race and sex in American literature, as well as on the still-current dream of American-ness as an impassioned relation to far-flung, anonymous others.

The many popular representations of student life at women’s colleges produced in the United States during the Progressive Era are examined. The college woman was described and defined in a period when women’s higher education was still socially suspect.
    While other scholars have argued that the Progressive Era was the “golden age” for women’s single-sex education, pointing to the many positive depictions of the women’s college student, Inness suggests that these representations actually helped to perpetuate the status quo and did little to advance women’s social rights.