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A personal guide to the transformations, hard truths, profound pleasures, and infinite possibilities of aging

One May morning shortly before her seventy-fifth birthday, Andrea Gilats awoke to a startling, sudden spike in consciousness that she was about to leap from older to old. Radical Endurance is the story of the reckoning that followed, a candid, clear-eyed journey of discovery through the pitfalls and possibilities of aging. Facing the realities of her age, Gilats explores her fears of failing health and loss of independence while navigating the terrain of an ageist culture. But among such troubling uncertainties, she also encounters the singular pleasures of “growing up again,” of finding fresh and unexpected ways of understanding herself and making meaning during this new era of her life.

Reflecting on moments in midlife, from the painful adjustments of widowhood to life-altering medical diagnoses, Gilats arrives at a valuable insight: the journey toward old age begins sooner and lasts longer than we might imagine. Yet from any moment in this process, old age is the future, brimming with potential. In her account, Gilats combines personal and professional experience, offering firsthand knowledge of a stage of life that we each meet in our own time, in our own way. She also contributes the learning and wisdom of her heroes and mentors, including feminist author Barbara Ehrenreich, poet May Sarton, singer and activist Joan Baez, psychiatrist Gene Cohen, archaeologist Arthur C. Parker, physician Jane Hodgson, and Nobel literature laureate Isaac Bashevis Singer.

Enlightening and deeply moving, alive to the sadness and joy of time passing, Radical Endurance is a guide and a companion through the experience of growing old as well as an unconventional coming-of-age story, celebrating a new stage of life when we need it most.

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Higher education has seen better days. Harsh budget cuts, the precarious nature of employment in college teaching, and political hostility to the entire enterprise of education have made for an increasingly fraught landscape. Radical Hope is an ambitious response to this state of affairs, at once political and practical—the work of an activist, teacher, and public intellectual grappling with some of the most pressing topics at the intersection of higher education and social justice.

Kevin Gannon asks that the contemporary university’s manifold problems be approached as opportunities for critical engagement, arguing that, when done effectively, teaching is by definition emancipatory and hopeful. Considering individual pedagogical practice, the students who are the primary audience and beneficiaries of teaching, and the institutions and systems within which teaching occurs, Radical Hope surveys the field, tackling everything from impostor syndrome to cell phones in class to allegations of a campus “free speech crisis.” Throughout, Gannon translates ideals into tangible strategies and practices (including key takeaways at the conclusion of each chapter), with the goal of reclaiming teachers’ essential role in the discourse of higher education.

A pioneering examination of nuclear trauma, the continuing and new nuclear peril, and the subjectivities they generate

Amid resurgent calls for widespread nuclear energy and “limited nuclear war,” the populations that must live with the consequences of these decisions are increasingly insecure. The nuclear peril combined with the looming threat of climate change means that we are seeing the formation of a new kind of subjectivity: humans who are in a position of perpetual ontological insecurity. In Radioactive Ghosts, Gabriele Schwab articulates a vision of these “nuclear subjectivities” that we all live with.

Focusing on the legacies of the Manhattan Project, Hiroshima, and nuclear energy politics, Radioactive Ghosts takes us on a tour of the little-seen sides of our nuclear world. Examining devastating uranium mining on Native lands, nuclear sacrifice zones, the catastrophic accidents at Chernobyl and Fukushima, and the formation of a new transspecies ethics, Schwab shows how individuals threatened with extinction are creating new adaptations, defenses, and communal spaces. Ranging from personal accounts of experiences with radiation to in-depth readings of literature, film, art, and scholarly works, Schwab gives us a complex, idiosyncratic, and personal analysis of one of the most overlooked issues of our time.

Loosely themed around four key elements of Mind, Body, Art and Values, the editor leads the investigation through the familiar territories of interactive media and artificial life, combining them with new and ancient ideas about creativity and authorship, the body and personal identity. This is the first book to recognise the paradigmatic changes which art, in alliance with science and technology is currently undergoing.

Cambodian history is Cold War history, asserts Y-Dang Troeung in Refugee Lifeworlds. Constructing a genealogy of the afterlife of the Cold War in Cambodia, Troeung mines historical archives and family anecdotes to illuminate the refugee experience, and the enduring impact of war, genocide, and displacement in the lives of Cambodian people. 

Troeung, a child of refugees herself, employs a method of autotheory that melds critical theory, autobiography, and textual analysis to examine the work of contemporary artists, filmmakers, and authors. She references a proverb about the Cambodian kapok tree that speaks to the silences, persecutions, and modes of resistance enacted during the Cambodian Genocide, and highlights various literary texts, artworks, and films that seek to document and preserve Cambodian histories nearly extinguished by the Khmer Rouge regime. 

Addressing the various artistic responses to prisons and camps, issues of trauma, disability, and aphasia, as well as racism and decolonialism, Refugee Lifeworlds repositions Cambodia within the broader transpacific formation of the Cold War. In doing so, Troeung reframes questions of international complicity and responsibility in ways that implicate us all. 

Human minds are made of memories, and today those memories have competition. Biological memory capacities are being supplanted, or at least supplemented, by digital ones, as we rely on recording—phone cameras, digital video, speech-to-text—to capture information we’ll need in the future and then rely on those stored recordings to know what happened in the past. Search engines have taken over not only traditional reference materials but also the knowledge base that used to be encoded in our own brains. Google remembers, so we don’t have to. And when we don’t have to, we no longer can. Or can we?

Remembering and Forgetting in the Age of Technology offers concise, nontechnical explanations of major principles of memory and attention—concepts that all teachers should know and that can inform how technology is used in their classes. Teachers will come away with a new appreciation of the importance of memory for learning, useful ideas for handling and discussing technology with their students, and an understanding of how memory is changing in our technology-saturated world.
 

This is the final volume in a trilogy of works that examine the impact of writing and reading about traumatic subjects. Diaries to an English Professor (1994) explores the ways in which undergraduate students use psychoanalytic diaries to probe conflicted issues in their lives. Surviving Literary Suicide (1999) investigates how graduate students respond to suicidal literature—novels and poems that portray and sometimes glorify self-inflicted death. 

In Risky Writing, Jeffrey Berman builds on those earlier studies, describing ways teachers can encourage college students to write safely on a wide range of subjects often deemed too personal or too dangerous for the classroom: grieving the loss of a beloved relative or friend, falling into depression, coping with the breakup of one's family, confronting sexual abuse, depicting a drug or alcohol problem, encountering racial prejudice. Berman points out that nearly everyone has difficulty talking or writing about such issues because they arouse shame and tend to be enshrouded in secrecy and silence. This is especially true for college students, who are just emerging from adolescence and find themselves at institutions that rarely promote self-disclosure.

Recognizing the controversial nature of his subject, Berman confronts academic opposition to personal writing head on. He also discusses the similarities between the “writing cure” and the “talking cure,” the role of the teacher and audience in the self-disclosing classroom, and the pedagogical strategies necessary to minimize risk, including the importance of empathy and other befriending skills.

Roman siege warfare had its own structure and customs, and expectations both by the besieged and by the attacking army. Sieges are typically sorted by the techniques and technologies that attackers used, but the more fruitful approach offered in Roman Siege Warfare examines the way a siege follows or diverges from typical narrative and operational plotlines. Author Josh Levithan emphasizes the human elements—morale and motivation—rather than the engineering, and he recaptures the sense of a siege as an event in progress that offers numerous attitudes, methods, and outcomes. Sieges involved a concentration of violent effort in space and the practical challenge posed by a high wall: unlike field battles they were sharply defined in time, in space, and in operational terms.

Chapters examine motivation and behavior during a siege and focus on examples from both the Roman Republic and the Empire: Polybius, Livy, Julius Caesar, Flavius Josephus, and Ammianus Marcellinus. Levithan examines the “gadgetary turn,” during which writers began to lavish attention on artillery and wall-damaging techniques, fetishizing technology and obscuring the centrality of the assault and of human behavior.

This volume speaks to classicists and historians of all stripes. All passages are translated, and references are accessible to nonspecialists. Military historians will also find much of interest in the volume, in its treatment both of Roman military conduct and of wider military practice.