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A bold, dialectic engagement with Fredric Jameson’s thought

Fredric Jameson (1934–2024) is widely regarded as the most influential literary and cultural theorist of the past fifty years. The culmination of more than three decades of sustained engagement with Jameson’s work, Late Theory offers a critical response to his late writings, namely the final volumes of his “Poetics of Social Forms,” to develop an original and dialectical reading practice in conversation with his evolving thought.

Jameson’s final works bring renewed clarity to three foundational concerns that structure his intellectual legacy. These are the problem of periodization and the challenge of grasping the present as a historical category, the dangers posed by the rise of moralizing modes of critique in literary and cultural studies, and the radical interpretive potential unlocked by allegory and the semiotic method. Phillip E. Wegner shows how these late interventions mark not a conclusion but an extension of Jameson’s long-standing project: envisioning the dialectic as a living, collective form of reasoning—a “thought mode of the future” capable of transforming our lives.

At its core, Late Theory is a passionate argument for cultural and aesthetic education as a practice of solidarity and imagination. Foregrounding Jameson’s enduring effort to build heterogeneous communities of readers committed to shared inquiry, Wegner affirms the urgency of reading, teaching, and thinking together in a moment of crisis for the university and global culture.

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International perspectives about literacy and deaf students is an uncharted intellectual landscape. Much of the literacy research in deaf education is conducted in English-speaking countries—primarily the United States—but 90% of deaf children live outside the U.S. and learn various signed and spoken languages, as well as diverse writing systems. Many of these children face significant educational challenges. In order to improve the literacy outcomes of deaf students around the world, it is imperative to study how children are using their local signed and spoken languages along with Deaf culture to learn to read and write. This volume fills a void in the field by providing a global view of recent theoretical and applied research on literacy education for deaf learners.

Literacy and Deaf Education: Toward a Global Understanding is organized by region and country, with the first part discussing writing systems that use alphabetic scripts, and the second part focusing on countries that use non-alphabetic scripts. Some examples of the wide spectrum of topics covered include communication methodologies, curriculum, bilingual education, reading interventions, script diversity, and sociocultural development, including Deaf cultural developments. The contributors provide the results from literacy projects in fifteen countries and regions.

This volume aims to widen the knowledge base, familiarize others in the field with these initiatives, and improve global understandings and outcomes of literacy teaching and learning in deaf education from birth to high school.

Signed chapter summaries are available on the Gallaudet University Press YouTube channel.

Sometimes the word “lyric” seems to appear everywhere: either it’s used interchangeably with the word “poetry” or it attaches to descriptions of literature, art, film, and even ordinary objects in order to capture some quality of aesthetic appeal or meaning. Lyric Trade is not yet another attempt to define the lyric, but instead it digs into how poems use lyric in relation to race, gender, nation, and empire.

Engaging with poets such as Gwendolyn Brooks, H.D., Lorine Niedecker, Alice Notley, and Myung Mi Kim, this book asks: What does lyric mean, and why should it matter to poets and readers? Lyric Trade argues that lyric in the postwar long poem not only registers the ideological contradictions of modernism’s insistence on new forms, but that it also maps spaces for formal reimaginings of the subject.