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In the field of history, the Web and other technologies have become important tools in research and teaching of the past. Yet the use of these tools is limited—many historians and history educators have resisted adopting them because they fail to see how digital tools supplement and even improve upon conventional tools (such as books). In Pastplay, a collection of essays by leading history and humanities researchers and teachers, editor Kevin Kee works to address these concerns head-on. How should we use technology? Playfully, Kee contends. Why? Because doing so helps us think about the past in new ways; through the act of creating technologies, our understanding of the past is re-imagined and developed. From the insights of numerous scholars and teachers, Pastplay argues that we should play with technology in history because doing so enables us to see the past in new ways by helping us understand how history is created; honoring the roots of research, teaching, and technology development; requiring us to model our thoughts; and then allowing us to build our own understanding.

• A series of 210 audio recordings provides opportunities for learners to listen for key aspects of pronunciation and practice items from the book on their own. 
• Twenty-nine videos provide short explanations and visual demonstrations of many of the strategies included throughout the book. 
• Recommendations on ways to integrate digital tools into pronunciation exploration and practice provide learners and teachers with multiple ways to customize pronunciation practice to meet varied professional speaking contexts, academic goals, and personal interests.
• Practice items and exercises incorporate higher-frequency words from the Corpus of Contemporary American English.
• A glossary and several quick-reference charts make it easy to look up or clarify key terms and linguistic terminology or to visually review consonant and vowel charts.

Practicing Classics is a memoir about education in America between the end of WWII and the early 21st century. Not only does it consider memory, its truths, and its deceptions, but it also unravels the complexities of class, race, gender, and social positioning in education. Lee Pearcy’s story begins with the 1957 desegregation crisis at Little Rock Central High School and its aftermath, describing how growing up in this environment shaped his academic and personal life.

As he came to study Latin and then Classics, Pearcy’s education intersected with the student disturbances at Columbia University in 1968 and a feminist revolution that brought significant numbers of women into the classical professoriate. He gives a first-hand account of a scandalous episode in the toxic administrative culture that characterized the classics department at the University of Texas in the 1980s. Against the background of these events, he unfolds his own education as a classicist and his development from apprentice to journeyman to confident teacher of Latin and Greek. Practicing Classics will engage readers who care about American education, classical studies, or the ways that choices, chances, and contingencies shaped one man’s life.

Practicing Transnationalism explores the challenges of teaching American studies in the Middle East during a time of tension and conflict between the United States and the region.

In the first decade of the twenty-first century, American studies programs began to spread in the Middle East. During a time of rising anti-American sentiment, ten major programs were established in the region. What impulses propelled universities in the Middle East to establish these centers and programs? What motivated students to take courses and pursue degrees in American studies? In part, American studies programs developed as a way to “know the enemy,” to better understand America’s ubiquitous influence in foreign relations, technology, and culture; however, some programs grew because residents admired the ideals set forth as American, including democracy and free speech.

Practicing Transnationalism investigates these issues and others, using the experiences and research of the editors and contributors, who worked either directly in these programs or as adjunct to them. These scholars seek to understand what American power means to people in the Middle East. They examine the challenge of developing American studies programs in a transnational paradigm, striving to build programs that are separate from and critical of American imperialism without simply becoming anti-American. In the essays, the contributors provide context for how the field of American studies has grown and developed, and they offer views of cultural interactions and classroom situations, demonstrating the problems instructors faced and how they worked to address them.

Silvio Torres-Saillant’s collected writings examine political contradictions within Latinx identity in the United States.

Since the 1990s Silvio Torres-Saillant’s work has questioned the notion of Latinidad, challenging presumptions of panethnic unity within the US Hispanic population and assessing dominant modes of Latinx representation. The essays in Problematic Paradigms and the Contours of US Latinidad examine the dynamics of a diverse collective of over 65 million people whose cultural heritage, ancestral origins, and belief systems arguably differ as much as they resemble one another. The volume dissects prevailing assumptions, namely the essentializing sense of homogeneity in the Latinx “community,” which mask important nuances and fascinating contradictions. Torres-Saillant also targets the role of marketing and mass communications in shaping popular perceptions of ethnic groups, thereby tracing connections between media rhetoric and the language of scholarship.

Newly revised by editors Nancy Kang and Michael Nieto Garcia, this collection curates Torres-Saillant’s core contributions to Latinx studies over the last two decades and underscores the veteran scholar’s evolving thoughts on key conversations in the field. The epilogue narrates his beginnings in Caribbean studies, acknowledges his ongoing analysis of Dominican blackness, and discourages uncritical views of cultural heritage.