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Landscapes of Power and Identity is a groundbreaking comparative history of two colonies on the frontiers of the Spanish empire—the Sonora region of northwestern Mexico and the Chiquitos region of eastern Bolivia’s lowlands—from the late colonial period through the middle of the nineteenth century. An innovative combination of environmental and cultural history, this book reflects Cynthia Radding’s more than two decades of research on Mexico and Bolivia and her consideration of the relationships between human societies and the geographic landscapes they inhabit and create. At first glance, Sonora and Chiquitos are quite different: one a scrub-covered desert, the other a tropical rainforest of the greater Amazonian and Paraguayan river basins. Yet the regions are similar in many ways. Both were located far from the centers of colonial authority, organized into Jesuit missions and linked to the principal mining centers of New Spain and the Andes, and then absorbed into nation-states in the nineteenth century. In each area, the indigenous communities encountered European governors, missionaries, slave hunters, merchants, miners, and ranchers.

Radding’s comparative approach illuminates what happened when similar institutions of imperial governance, commerce, and religion were planted in different physical and cultural environments. She draws on archival documents, published reports by missionaries and travelers, and previous histories as well as ecological studies and ethnographies. She also considers cultural artifacts, including archaeological remains, architecture, liturgical music, and religious dances. Radding demonstrates how colonial encounters were conditioned by both the local landscape and cultural expectations; how the colonizers and colonized understood notions of territory and property; how religion formed the cultural practices and historical memories of the Sonoran and Chiquitano peoples; and how the conflict between the indigenous communities and the surrounding creole societies developed in new directions well into the nineteenth century.

Well over thirty million people in the United States speak a primary language other than English. Nearly twenty million of them speak Spanish. And these numbers are growing. Critics of immigration and multiculturalism argue that recent government language policies such as bilingual education, non-English election materials, and social service and workplace "language rights" threaten the national character of the United States. Proponents of bilingualism, on the other hand, maintain that, far from being a threat, these language policies and programs provide an opportunity to right old wrongs and make the United States a more democratic society.

This book lays out the two approaches to language policy  -- linguistic assimilation and linguistic pluralism -- in clear and accessible terms. Filled with examples and narratives, it provides a readable overview of the U.S. "culture wars" and explains why the conflict has just now emerged as a major issue in the United States. 

Professor Schmidt examines bilingual education in the public schools, "linguistic access" rights to public services, and the designation of English as the United States' "official" language. He illuminates the conflict by describing the comparative, theoretical, and social contexts for the debate. The source of the disagreement, he maintains, is not a disagreement over language per se but over identity and the consequences of identity for individuals, ethnic groups, and the country as a whole. Who are "the American people"? Are we one national group into which newcomers must assimilate? Or are we composed of many cultural communities, each of which is a unique but integral part of the national fabric? This fundamental point is what underlies the specific disputes over language policy. This way of looking at identity politics, as Professor Schmidt shows, calls  into question the dichotomy between "material interest" politics and "symbolic" politics in relation to group identities.

Not limited to describing the nature and context of the language debate, Language Policy and Identity Politics in the United States reaches the conclusion that a policy of linguistic pluralism, coupled with an immigrant settlement policy and egalitarian economic reforms, will best meet the aims of justice and the common good. Only by attacking both the symbolic and material effects of racialization will the United States be able to attain the goals of social equality and national harmony.

The Arizona Tewa are a Pueblo Indian group that migrated around 1700 to First Mesa on the Hopi Reservation and who, while speaking Hopi, have also retained their native language. Paul V. Kroskrity examines this curiosity of language and culture, explaining the various ways in which the Tewa use their linguistic resources to successfully adapt to the Hopi and their environment while retaining their native language and the cultural identity it embodies.

An avalanche of recent newspapers, weekly newsmagazines, scholarly journals, and academic books has helped to spark a heated debate by publishing warnings of a “boy crisis” in which male students at all academic levels have begun falling behind their female peers. In Learning the Hard Way, Edward W. Morris explores and analyzes detailed ethnographic data on this purported gender gap between boys and girls in educational achievement at two low-income high schools—one rural and predominantly white, the other urban and mostly African American. Crucial questions arose from his study of gender at these two schools. Why did boys tend to show less interest in and more defiance toward school? Why did girls significantly outperform boys at both schools? Why did people at the schools still describe boys as especially “smart”?

Morris examines these questions and, in the process, illuminates connections of gender to race, class, and place. This book is not simply about the educational troubles of boys, but the troubled and complex experience of gender in school. It reveals how particular race, class, and geographical experiences shape masculinity and femininity in ways that affect academic performance. His findings add a new perspective to the “gender gap” in achievement.

This book examines  the stories of lesbian and bisexual women in a Northeast community who share who they are, how they have come to see themselves as lesbian or bisexual, and what those identities mean to them. Drawing on social constructionist approaches to identity, Kristin G. Esterberg argues that identities are multiple and contingent. Created within the context of specific communities and within specific relationships, lesbian and bisexual identities are ways  of sorting through experiences of desires and attractions, relationships, and politics. Their meanings change over time as women grow older and have more varied experiences, as the communities and sociopolitical worlds in which they live change, and as their life circumstances alter.

In interviews conducted over a four-year time period, women describe the lesbian community they live in; how they see its structure, its social groups, its informal rules and norms for behavior; and their places inside -- or on the margins of -- the community. Lesbian and Bisexual Identities reveals how women fall in and out of love, how they "perform" lesbian or bisexual identity through clothing, hairstyle, body language, and talk, and many other aspects typically not considered. The women present a variety of accounts. Some consider themselves "lesbian from birth"  and have constructed their lives accordingly, while others have experienced significant shifts in their identities, depending on the influences of feminism, progressive politics, the visibility of the lesbian community, and other factors.

Esterberg offers vivid accounts that defy the stereotypes so commonly offered. Lesbian and Bisexual Identities not only presents women's stories in their own words, it moves beyond storytelling to understand how these accounts resonate  with social science theories of identity and community.

With hair slicked back and shirt collar framing her young patrician face, Katherine Hepburn's image in the 1935 film Sylvia Scarlett was seen by many as a lesbian representation. Yet, Amy Villarejo argues, there is no final ground upon which to explain why that image of Hepburn signifies lesbian or why such a cross-dressing Hollywood fantasy edges into collective consciousness as a lesbian narrative. Investigating what allows viewers to perceive an image or narrative as "lesbian," Villarejo presents a theoretical exploration of lesbian visibility. Focusing on images of lesbians in film, she analyzes what these representations contain and their limits. She combines Marxist theories of value with poststructuralist insights to argue that lesbian visibility operates simultaneously as an achievement and a ruse, a possibility for building a new visual politics and away of rendering static and contained what lesbian might mean.

Integrating cinema studies, queer and feminist theory, and cultural studies, Villarejo illuminates the contexts within which the lesbian is rendered visible. Toward that end, she analyzes key portrayals of lesbians in public culture, particularly in documentary film. She considers a range of films—from documentaries about Cuba and lesbian pulp fiction to Exile Shanghai and The Brandon Teena Story—and, in doing so, brings to light a nuanced economy of value and desire.

Life after Death Row examines the post-incarceration struggles of individuals who have been wrongly convicted of capital crimes, sentenced to death, and subsequently exonerated.

Saundra D. Westervelt and Kimberly J. Cook present eighteen exonerees’ stories, focusing on three central areas: the invisibility of the innocent after release, the complicity of the justice system in that invisibility, and personal trauma management. Contrary to popular belief, exonerees are not automatically compensated by the state or provided adequate assistance in the transition to post-prison life. With no time and little support, many struggle to find homes, financial security, and community. They have limited or obsolete employment skills and difficulty managing such daily tasks as grocery shopping or banking. They struggle to regain independence, self-sufficiency, and identity.

Drawing upon research on trauma, recovery, coping, and stigma, the authors weave a nuanced fabric of grief, loss, resilience, hope, and meaning to provide the richest account to date of the struggles faced by people striving to reclaim their lives after years of wrongful incarceration.

Literature and Identity in The Golden Ass of Apuleius is the first English translation of a work published in 2007 as Le Metamorfosi di Apuleio: Letteratura e identità, by Luca Graverini. The second-century CE novel The Golden Ass, or Metamorphoses, has proven to be both captivating and highly entertaining to the modern reader, but the text also presents the critic with a vast array of interpretive possibilities. In fact, there is little consensus among scholars on the fundamental significance of Apuleius’ novel: is it simply a form of narrative entertainment, or does it represent some sort of religious or philosophical propaganda? Can it be interpreted as a satire of fatuous belief in otherworldly powers, or is it an utterly aporetic text?

 

Graverini begins by setting The Golden Ass in its ancient literary context. Apuleius’ playful defiance of generic conventions represents a substantial literary innovation, but he is also taking part in a tradition of narrative and satirical literature that typically featured experimentation with genre.

 

The interplay of generic elements found in The Golden Ass reflects the complexity of the author’s cultural identity: Apuleius was a Roman North African who had traveled widely throughout the Mediterranean and enjoyed an extensive education in both Greek and Latin. Graverini concludes with a study of the complex interaction of these three dimensions of Apuleius’ identity (African, Roman, and Greek), and investigates what the narrative can tell us about the culture of its readership. These cultural interactions affirm that The Golden Ass aims to delight its readers as well as to exhort them to religion and philosophy. Ben Lee’s superb new translation will make Graverini's groundbreaking study available to a much wider scholarly readership.

 

 

Lives in Two Languages explores identity and multiculturalism through readings that aim to help teachers-in-training gain better insight into their students' lives.
Lives in Two Languages focuses on the experience of multicultural authors--like Richard Rodriguez, Amy Tan, Eva Hoffman, Chang-rae Lee, and Julia Alvarez--whose experiences can be related to anyone who has moved from one culture or subculture to another. As such, this text is an excellent comprehensive introduction to the multicultural experience for teachers and educators in all disciplines, as well as of interest to anyone interested in language culture and psychological process of identity.